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Introduction
My recent research focuses on the factors that influence the implementation of cooperative devices. I am developing and testing multilingual cooperative activities, affiliative activities in physical education, and cooperative mini-structures to support students' engagement in an inclusive way.
I am involved in sustainability via cooperative programs to develop children pro-environmental behaviors and open-mindedness during debate on the use of the underground in the energy transition.
Current institution
Publications
Publications (85)
Introduction
The inclusion of students with diverse heritage languages is an emerging issue in all OECD countries due to the global rise in international migration. With regard to their large cultural and linguistic heterogeneity, primary school classes in the French-speaking region of Switzerland are extraordinary grounds to develop inclusive teac...
L’affiliation entre élèves est prépondérante dans de nombreuses problématiques scolaires comme la motivation, le climat scolaire, les discriminations, le harcèlement et l’inclusion scolaire et sociale. En nous appuyant sur les déterminants psychosociaux de l’affiliation interpersonnelle et intergroupe, nous identifions les principes pédagogiques et...
“Jigsaw” is a peer learning procedure derived from social i nterdependence theory, which suggests that individuals positively linked by a common goal can benefit from positive and promotive social interactions (Aronson & Patnoe, 2011). Although jigsaw has often been presented as an efficient way to promote learning, empirical research testing its e...
The implementation of cooperative learning methods remains disparate in primary schools despite their widely recognised benefits. To explain this paradox, we first examined whether teachers’ inclination towards cooperative methods is motivated by their values. Second, we tested whether motivational connections between personal values and cooperativ...
A partner’s competence should logically favor cooperative learning. However, research in cooperative learning has shown that a partner’s competence may or may not activate a threatening social comparison and yields dual effects: It is beneficial when students work on complementary information while it is detrimental when students work on identical...
This paper presents a programme designed to deepen knowledge regarding diversity and to sustain equality and equity in participation during class activities in high sociolinguistic diversity classrooms. We investigated a four-stage programme integrating all students’ heritage languages in cooperative school activities in one 4th grade class in the...
Social interdependence theory has provided a conceptual framework to understand cooperation and competition through a common mechanism: Social interdependence, i.e., the mechanism whereby the outcomes of individuals in a group are affected by the actions of the other group members. Positive social interdependence is the set of rules, norms, or prac...
Cette étude documente l’appropriation de la pédagogie coopérative par les enseignant-e-s ayant suivi une initiation en formation continue. Ces enseignant-e-s rapportent mettre en place des travaux de groupes coopératifs sur 25% du temps d’enseignement en moyenne et déclarent préparer les élèves à coopérer et organiser leurs interactions selon les p...
L’affiliation entre élèves est prépondérante dans de nombreuses problématiques scolaires
comme la motivation, le climat scolaire, les discriminations, le harcèlement et l’inclusion
scolaire et sociale. En nous appuyant sur les déterminants psychosociaux de l’affiliation
interpersonnelle et intergroupe, nous identifions les principes pédagogiques et...
Cette recherche-action a été développée en collaboration avec une enseignante d’une classe de 3e primaire (7-8 ans) afin de soutenir la participation de tous les élèves dans une classe multiculturelle et plurilingue. La stratégie pédagogique implantée porte une attention particulière aux élèves peu choisis comme camarades de jeu ou partenaires de t...
Previous research in cooperative learning has demonstrated that working on identical information may elicit comptence threat: Partners try to affirm their competence by focusing on their own position, which results in reduced learning. The present study tested a decentering procedure (emphasizing the complementarity of multiple viewpoints) as a way...
Despite the well-established benefits of cooperative learning, implementation remains a challenge. This research aims to document these challenges at the elementary school level, drawing on teachers’ beliefs regarding learning as well as the difficulties teachers report. Results indicate that the most frequent instructional strategies reported are...
Peer learning allows a positive use of differences between pupils, turning them into learning opportunities. Yet education professionals often remain unfamiliar with the principles necessary to guarantee its effectiveness.
The aim of this book is to help practitioners establish well-structured and effective peer learning projects using a variety o...
In primary school, learning fractions is a central mathematical objective. However, the mastery of basic procedures involving fractions presents a difficulty for many students. The aim of the current intervention is to introduce structured cooperative learning as a means to improve students’ learning, particularly for average achievers. Previous re...
Despite the potential benefits of cooperative learning at university, its implementation is challenging. Here, we propose a theory-based 90-min intervention with 185 first-year psychology students in the challenging domain of statistics, consisting of an exercise phase and an individual learning post-test. We compared three conditions that manipula...
In this chapter, we propose to review a series of cooperative learning studies that allow to pinpoint that social skills development is crucial for group work to be efficient in terms of cognitive/academic outcomes and that teachers can further this social skills development with a reasonable investment. We start with some highlights of a research...
Research has underlined the necessity to prepare pupils to cooperate in order to boost cooperative learning benefits. However, this kind of training may appear very demanding. The present study aims to demonstrate that a short preparation related to social support and targeted cooperative rules relevant for the task increases constructive interacti...
This article proposes a teacher training program in Cooperative Learning Methods (CLM). The analysis of the effects of the program on the development of CLM instructional designs is based on an eight cate-gory system which supports the development of instructional design that organizes the classroom from a cooperative perspective. This study also p...
Can teenagers’ self-efficacy be improved in a short time? Previous research has shown the positive effect of cooperative learning methods, including “jigsaw classrooms” (Aronson and Patnoe, 1997), on various outcomes (e.g., the liking of school, self-esteem, and reduction of prejudices). The present practice report investigated the effects of jigsa...
Evaluation is an inescapable feature of academic life with regular grading and performance appraisals at school and at university. Although previous research has indicated that evaluation and grading in particular are likely to have a substantial impact on motivational processes, little attention has been paid to the relationship between grading an...
BACKGROUND. Despite extensive research on cooperative learning, the debate regarding whether or not its effectiveness depends on positive reward interdependence has not yet found clear evidence. AIMS. We tested the hypothesis that positive reward interdependence, as compared to reward independence, enhances cooperative learning only if learners wor...
Pendant longtemps l’évaluation des connaissances
dans l’éducation a été considérée comme un
instrument de mesure de l’acquisition des
connaissances. Cependant, plus récemment,
plusieurs travaux ont montré que les formes les
plus courantes d’évaluation, notamment la plupart
des systèmes de notes, focalisent l’attention des
élèves davantage sur la co...
Previous studies with university students have shown that resource interdependence during cooperative dyadic work on texts
produces two different dynamics in student interaction and learning. Working on complementary information produces positive
interactions, but a good quality of information transmission is needed to foster student learning. Work...
The present set of studies investigates the role of competitive conflict regulation and informational dependence in peer learning. Previous studies have shown that peer work on identical information produces not only confrontation of viewpoints but also competitive conflict regulation, the latter of which is detrimental for learning. Conversely, wo...
Les recherches sur le conflit sociocognitif (confrontation de points de vue entre partenaires) peuvent être utiles pour comprendre l’apprentissage dans les contextes collectifs. Cette synthèse présente les conditions qui rendent les conflits constructifs, inefficaces ou délétères pour l’apprentissage, à partir de travaux empiriques qui se sont souv...
This article presents advice for teachers about using sociocognitive conflicts to promote academic learning. In doing so, the conditions under which sociocognitive conflicts are constructive or disrup-tive are examined and the relevant research is reviewed on social development, cooperative learning, and social influence. Two types of conflict elab...
For many researchers (see Dweck, 1986; Nicholls, 1984), students can pursue two types of goals when carrying out a learning task: the mastery goal (desire to learn, to develop knowledge), and the performance goal (desire to show one’s own competence). The present paper presents an overview of the research about the achievement goals effects in the...
Ce chapitre présente une série de travaux qui montrent que la compétition, bien qu’étant le principal mode de relations sociales promu dans les systèmes éducatifs, entraîne des processus cognitifs de focalisation qui sont hautement nuisibles à l’apprentissage, et ceci à plusieurs niveaux. A un niveau cognitif, un axe de recherche montre comment une...
For many researchers (see Dweck, 1986; Nicholls, 1984), students can pursue two types of goals when carrying out a learning task: the mastery goal (desire to learn, to develop knowledge), and the performance goal (desire to show one's own competence). The present paper presents an overview of the research about the achievement goals effects in the...
The conditions under which a competent source induces a less competent target to appropriate a contrary point of view were studied in a context of information transmission. University students (N = 162) had to predict the results of a bogus scientific study carried out by a researcher on friendship groups. Bogus findings that contradicted their ini...
Résumé
On a étudié les conditions auxquelles une source compétente amène une cible moins compétente à s'approprier un point de vue contradictoire dans un contexte de transmission d'information. Des étudiants universitaires (N = 162) devaient prédire les résultats d'une prétendue étude scientifique sur des groupes d'amis. On leur présentait ensuite...
Two studies were carried out during university workshops, and analyzed the effects of
resource interdependence on student-student interactions, and the impact of these interactions
on performance. Students worked cooperatively, either on complementary information
(positive resource interdependence) or on identical information (resource independence...
This article presents advice for teachers about us-ing sociocognitive conflicts to promote academic learning. In doing so, the conditions under which sociocognitive conflicts are constructive or disrup-tive are examined and the relevant research is re-viewed on social development, cooperative learning, and social influence. Two types of con-flict e...
Work on socio-cognitive conflict has shown that confrontations can benefit learning when conflict is regulated in an epistemic manner, but can hinder learning when conflict is merely relational. The present research links this line of research to the work on peer learning, that has indicated that the partner’s competence can be beneficial when work...
An experiment examined the conditions under which an expert source induces less competent targets to adopt a point of view contradicting their own in a context of information transmission. In a 2x2 factorial design participants (N=86) were either 1st year or 4th year university students, and the style of the message delivered by the epistemic autho...
When interacting on a learning task, which is typical of several academic situations, individuals may experience two different motives: Understanding the problem, or showing their competences. When a conflict (confrontation of divergent propositions) emerges from this interaction, it can be solved either in an epistemic way (focused on the task) or...
The conditions were studied under which an expert source induces a less competent target to adopt a contrary point of view in a context of information transmission. In an experiment with a two by two by two factorial design, 157 university students (aged 18-38 yrs) had to predict (high involvement) or not (low involvement) the findings of a bogus s...
The effects of resource in(ter)dependence and quality of relationship with the partner on performance were studied during three sessions of cooperative dyadic work in order to examine the conditions under which cooperative learning can be more beneficial. This study was designed to test a hypothesis favouring the superiority of independence of reso...
