Université de Neuchâtel

“Are you really ready to change?” An actor-oriented perspective on a farmers training setting in Madagascar

Muller Mirza, Nathalie ; Perret-Clermont, Anne-Nelly

In: European Journal of Psychology of Education, 2016, vol. 31, no. 1, p. 79-93

Far from following a linear process from its conception to its implementation, an educational design often involves discrepancies between what its promoters intended and what the participants actually do. In this paper, drawing from a sociocultural perspective to learning, we focus our attention precisely on some of the discrepancies observed during the implementation of a training program. We...

Université de Neuchâtel

Negotiating identities and meanings in the transmission of knowledge : analysis of interactions in the context of a Knowledge Exchange Network

Perret-Clermont, Anne-Nelly ; Muller Mirza, Nathalie

In: Negotiating identities and meanings in the transmission of knowledge : analysis of interactions in the context of a Knowledge Exchange Network, 1999, p. 47-60

Université de Neuchâtel

Using graphical tools in a phased activity for enhancing dialogical skills: An example with Digalo

Muller Mirza, Nathalie ; Tartas, Valérie ; Perret-Clermont, Anne-Nelly ; de Pietro, Jean-François

In: International Journal of Computer-Supported Collaborative Learning, 2007, vol. 2, no. 2-3, p. 247-272

ICT tools have been developed to facilitate web-based learning through and learning about argumentation. In this paper we will present an example of a learning activity mediated by Digalo-software for knowledge sharing through visually supported discussion-developed in a university setting. Our aim is to examine, in particular, socio-cognitive construction of knowledge and argumentation by...

Université de Neuchâtel

Quand la culture entre dans les recherches en psychologie du développement

Zittoun, Tania ; Muller Mirza, Nathalie ; Perret-Clermont, Anne-Nelly

In: Enfance, 2006, vol. 58, no. 2, p. 126-134

La question de la “ culture ” peut être abordée au niveau des relations entre “ significations collectives ” et “ sens personnel ” des connaissances et des activités. Nous identifions quatre courants de recherches qui ont récemment abordé ces questions, examinons leurs choix théoriques et méthodologiques, et mettons en évidence quelques jalons pour la recherche à venir.