Une étude du script classe
Mots-clés :
cognition sociale, développement cognitif, enseignement primaire, enseignement secondaireRésumé
This paper describes and compares classroom scripts of pupils of both sexes and at both primary and secondary levels. Sixty-four primary (grades 4 and 6) and secondary (grades 9 and 13) pupils from the Montreal Catholic Schools Commission, chosen at random across levels, but equally between genders, were interviewed individually. Data from the analysis of resultant written protocols display such structural features as goals, events, roles, and minor factors. A synthesis of the main components of classroom scripts shows that aims, roles, and classroom events are not significantly different across gender and level. Primary school boys and girls do, however, verbalize more events taking place outside class, and secondary school boys refer less often to minor issues.
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