La reconfiguration des syllabus scientifiques par l’intelligence artificielle comme outil d’apprentissage. Cas du manuel du français langue étrangère de première année secondaire
DOI:
https://doi.org/10.70091/atras/AI.42Keywords:
Classe du FLE, Intelligence artificielle, Procédés explicatifs, Reformulation, Syllabus, VulgarisationAbstract
Notre article évoque l’utilisation de l’intelligence artificielle (désormais IA) comme outil d’apprentissage des programmes de sciences et de technologies dans une classe de FLE. Nous nous focalisons sur le développement de la capacité des apprenants à reformuler et à vulgariser la connaissance scientifique en première année secondaire, à travers l’assimilation et l’investigation des procédés explicatifs. Dans cet article, nous mettons en avant comment rendre les programmes de sciences et de technologies plus accessibles aux apprenants et dans quelle mesure ces derniers seront capables de jouer un rôle actif dans l’assimilation et la reproduction de ces programmes. En effet, les séances de toute une séquence seront assistées par l’IA pour le groupe expérimental. Pour le groupe témoin, les leçons de la même séquence seront abordées sans l’intégration de l’intelligence artificielle.
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