Didactique de la géographie et formation initiale des enseignants spécialistes : conception et première évaluation du nouveau dispositif de formation initiale des enseignants de géographie du Secondaire supérieur à la HEP Vaud

Geography as a school subject is specifically thought for and by the schools. The contents of the school subject, nowadays, do not reflect the concerns and the evolution of the discipline as such. Nevertheless, official curricula set school objectives that address issues affecting the world and people's lives. These issues are coherent with the ones addressed by geography as a social science, that is to say the study of how people and their environment interact and how societies are interconnected through space. On an every day basis, Geography as a school subject is most of the time reduced to accumulating knowledge outside any given context. This knowledge may even be partially untrue or old and the related activities focus on low cognitive tensions. These practices do not contribute to the learners' understanding of the world because it does not allow them to build a geographical competence, which they. will need as future citizens in order to make responsible choices when they are confronted to questions related to how the locations of human and physical features are influenced by each other and how they interact across space. The central part of the text relies on the ideas and the processes discussed in the publications, which constitute the published file; it is divided into two parts. The first part (chapter 4) presents a didactic approach, which gives meaningful insights into Geography as a school subject and shows a brief account of the theoretical background that supports it. This socio-constructivist approach relies on the main following features: a priming stage (élément déclencheur), which presents geographical knowledge as an issue to be explored, discussed or solved; the issue is given to learners;. the planning of the teaching-learning sequence in small units launched by the main issue in the priming stage ; the interconnections of geographical knowledge with integrative concepts ; the synthetic stage or reporting stage where final concepts and knowledge are put together in order to be learned. Such an approach allows learners to re-invest the knowledge they have built themselves. This knowledge is organised by geographical integrative concepts, which represent true thinking operative tools and with which key issues in the geographical thinking are associated. The second part of the text (chapter 5) displays the didactic principles that governed the conception of the new initial training course for the future upper secondary school teachers at the HEP Vaud. The ambition of this course is to prepare future teachers to plan and realize the teaching of geography that provides pupils with the tools to understand better how people and their environment interact and how societies are interconnected through space. One of the tools for the teachers is the conceptual framework, whose most salient interest is to be relevant at every stage of the preparation and planning of the teaching, including the necessary epistemological reflection that should always be present. The synthesis of the text starts with a short account of the first evaluation of the new course. Various reflections on the future concerns and issues, that the didactics and methodology of Geography will be confronted with, constitute the synthesis.

Influence de l'administration des preuves sur l'activité mentale menant à la formation du verdict au cours d'un procès pénal

Abstract : The role of order effects has been widely shown and discussed in areas such as memory and social impression formation. This work focuses in a first half on order effects influencing the verdict chosen at the end of a criminal trial. Contrary to impression formation but according to trial's characteristics, it has been hypothesised that a recency effect would influence the verdict's choice. Three groups of students (N = 576) received a mock trial resume with a specific order stemming from the combination of three witnesses, one expert and two ocular witnesses. Results show a recency effect, the last testimony provoking significantly more acquittals if discriminating, and more condemnations if incriminating. The second half of this work starts from Gestalt and sociopsychological researches presenting numerous insights into cognitive organization of perceptions and opinions. It has been postulated that a witness probative value will change according to the emitted verdict, an incriminating witness or expert possessing a higher probative value in a condemning verdict than in an innocenting one, on the other hand a discriminating witness or expert having a higher probative value in an acquittal than in a condemnation. Results using a seven points scale measuring witnesses' probative value confirm this hypothesis. Argumentations written by the subjects to explain their verdict and refering to the accusing expert also show a congruency effect as categories of arguments are identical in case of condemnation or acquittal, the only difference between both types of verdicts residing in the frequency of these categories following the judgement, higher use of incriminating arguments in case of guiltiness and higher use of discriminating ones if the accused is found innocent. Résumé : L'intervention des effets sériels a fait l'objet de nombreuses recherches dans le domaine de la mémoire et de la formation d'impression en psychologie sociale. Ce travail s'intéresse dans une première partie aux effets d'ordre pouvant influencer le choix du verdict à la fin d'un procès pénal. Contrairement aux résultats obtenus en matière de formation d'impression, mais conformément aux caractéristiques d'un procès, l'hypothèse de l'intervention d'un effet de récence a été formulée, affirmant que les derniers témoins influencent le plus le choix du verdict. Trois groupes d'étudiants (N = 576) ont lu le résumé d'un procès fictif présentant trois témoignages, deux témoins visuels à décharge et un expert à charge. Chaque groupe recevait un ordre spécifique de présentation des témoins de sorte que l'expert se trouvait en première, deuxième ou troisième position. Les résultats montrent un effet de récence, le dernier témoin provoquant davantage d'acquittements s'il est disculpant et davantage de condamnations s'il est inculpant. La seconde partie de ce travail émane des recherches effectuées dans le domaine de la théorie de la forme et de la psychologie sociale ayant un intérêt marqué pour l'organisation cognitive de nos perceptions et de nos opinions. L'hypothèse que nous avons posée souligne le lien entretenu entre l'évaluation de la force probante d'un témoin et le verdict émis : un témoignage discriminant possédera plus de poids en cas d'acquittement qu'en cas de condamnation, inversement un témoignage incriminant aura plus de poids en cas de condamnation qu'en cas d'acquittement. L'utilisation d'une échelle en sept points mesurant la force probante des deux types de témoins confirme cette hypothèse, l'estimation de la valeur accordée à un même témoin variant selon le type de verdict choisi. Les argumentations de chaque verdict ont également montré que les catégories d'arguments se référant à l'expert étaient identiques en cas de condamnation ou d'acquittement de l'inculpé, par contre les fréquences de ces catégories entretiennent un lien congruent avec le verdict, celles inculpantes étant majoritairement utilisées pour asseoir la culpabilité mais peu représentées en cas d'acquittement, inversement celles disculpantes apparaissant bien plus lorsqu'il s'agit d'innocenter l'inculpé que pour le condamner.