Le cours magistral en amphithéâtre : une situation d’enseignement perturbée par les instruments

Abstract

This article considers the lecture as an instrumented activity situation. It intends to show that the introduction of instruments, in this situation, especially technological ones, impacts the work of teachers and students in many ways. For this purpose, it uses the vocational didactics framework, and the instrumental approach developed by Rabardel (1995), to analyze a series of lecture observations and several group interviews conducted with students about their learning activities.

Keywords

• instruments
• activity
• lecture
• teacher
• student