{"id":4837,"date":"2023-01-05T16:04:41","date_gmt":"2023-01-06T00:04:41","guid":{"rendered":"https:\/\/sfs-tools.ca\/?p=4837"},"modified":"2023-08-21T16:09:34","modified_gmt":"2023-08-21T23:09:34","slug":"recherche-sur-lenseignement-des-competences-liees-a-la-resolution-de-problemes","status":"publish","type":"post","link":"https:\/\/sfs-tools.ca\/fr\/digital-resource-library\/recherche-sur-lenseignement-des-competences-liees-a-la-resolution-de-problemes\/","title":{"rendered":"Recherche sur l\u2019enseignement de la r\u00e9solution de probl\u00e8me"},"content":{"rendered":"<p class=\"p1\"><b>Les comp\u00e9tences en r\u00e9solution de probl\u00e8mes<\/b> aident les participants \u00e0 identifier et analyser des \u00e9l\u00e9ments, \u00e0 proposer des solutions et \u00e0 prendre des d\u00e9cisions. Le processus de r\u00e9solution de probl\u00e8mes aide \u00e0 trouver des solutions \u00e0 des probl\u00e8mes, \u00e0 mesurer les succ\u00e8s et \u00e0 apprendre de leur exp\u00e9rience.<\/p>\n<p class=\"p1\">Les liens suivants comprennent des donn\u00e9es de recherche et des donn\u00e9es probantes qui viennent soutenir le principe de l\u2019enseignement de comp\u00e9tences li\u00e9es \u00e0 la r\u00e9solution de probl\u00e8me.<\/p>\n<p class=\"p1\"><b>Ressources en fran\u00e7ais<\/b><\/p>\n<ul class=\"ul1\">\n<li class=\"li2\"><span class=\"s2\">OCDE. 2019. Temps consacr\u00e9 par les adultes \u00e0 l\u2019\u00e9valuation PIAAC et importance de cette donn\u00e9e. <a href=\"https:\/\/read.oecd-ilibrary.org\/education\/temps-consacre-par-les-adultes-a-l-evaluation-piaac-et-importance-de-cette-donnee_4fdeb19b-fr#page1\"><span class=\"s3\">https:\/\/read.oecd-ilibrary.org\/education\/temps-consacre-par-les-adultes-a-l-evaluation-piaac-et-importance-de-cette-donnee_4fdeb19b-fr#page1<\/span><\/a><\/span><\/li>\n<li class=\"li3\"><span class=\"s2\">OCDE. 2018. R\u00e9sultat du PISA&nbsp;2015 (Volume V)&nbsp;: R\u00e9solution collaborative de probl\u00e8mes. <a href=\"https:\/\/read.oecd-ilibrary.org\/education\/resultats-du-pisa-2015-volume-v_9789264305199-fr#page1\"><span class=\"s3\">https:\/\/read.oecd-ilibrary.org\/education\/resultats-du-pisa-2015-volume-v_9789264305199-fr#page1<\/span><\/a><\/span><\/li>\n<li class=\"li4\">SRSA. 2021. Rapport de recherche en appui au lancement de \u00ab\u2009Comp\u00e9tences pour r\u00e9ussir\u2009\u00bb&nbsp;: Structure, donn\u00e9es probantes et recommandations. Rapport final. <a href=\"https:\/\/www.srdc.org\/media\/553149\/sfs-srdc-final-report-fr.pdf\"><span class=\"s5\">https:\/\/www.srdc.org\/media\/553149\/sfs-srdc-final-report-fr.pdf<\/span><\/a><\/li>\n<\/ul>\n<p class=\"p1\"><b>Ressources en anglais<\/b><\/p>\n<ul>\n<li><span style=\"font-size: .9375rem;\">Csapo, B., &amp; Funke, J. (2017). The Nature of Problem Solving: Using Research to Inspire 21st Century Learning. OECD Publishing. <\/span><a style=\"background-color: #ffffff; font-size: .9375rem;\" href=\"https:\/\/read.oecd-ilibrary.org\/education\/the-nature-of-problem-solving_9789264273955-en\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/read.oecd-ilibrary.org\/education\/the-nature-of-problem-solving_9789264273955-en<\/a><\/li>\n<li>Dochy, F., Segers, M., Van den Bossche, P., &amp; Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and Instruction, 13(5), 533-568. <a href=\"https:\/\/doi.org\/10.1016\/S0959-4752(02)00025-7\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1016\/S0959-4752(02)00025-7 <\/a><span style=\"font-size: .9375rem;\">(login required).<\/span><\/li>\n<li>Evans, S., &amp; Swan, M. (2014). Developing students&#8217; strategies for problem solving in mathematics: The role of pre-designed \u201cSample Student Work.\u201d Educational Designer, 2(7).<\/li>\n<li>Friesen, S., &amp; Scott, D. (2013). Inquiry-Based Learning: A Review of the Research Literature. Prepared for the Alberta Ministry of Education.<\/li>\n<li>Government of Ontario. (2020). High-Impact Instructional Practices in Mathematics.<\/li>\n<li>Gyarmati, D., Leckie, N., Dowie, M., Palameta, B., Shek-wai Hui |, T., Dunn, E., &amp; H\u00e9bert, S. (2014). UPSKILL: A Credible Test of Workplace Literacy and Essential Skills Training [Technical Report]. Social Research and Demonstration Corporation.<\/li>\n<li>Jozwiak, J. (2004). Teaching Problem-Solving Skills to Adults. Journal of Adult Education, 33(1), 19-34.<\/li>\n<li>Kirschner, P. A., Sweller, J., &amp; Clark, R. E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75-86. <a href=\"https:\/\/doi.org\/10.1207\/s15326985ep4102_1\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1207\/s15326985ep4102_1<\/a> <span style=\"font-size: .9375rem;\">(login required).<\/span><\/li>\n<li>Lai, E. R. (2011). Critical thinking: A literature review. Pearson. <a href=\"https:\/\/images.pearsonassessments.com\/images\/tmrs\/CriticalThinkingReviewFINAL.pdf\" target=\"_blank\" rel=\"noopener\">https:\/\/images.pearsonassessments.com\/images\/tmrs\/CriticalThinkingReviewFINAL.pdf<\/a><\/li>\n<li>McCormick, N. J., Clark, L. M., &amp; Raines, J. M. (2015). Engaging Students in Critical Thinking and Problem Solving: A Brief Review of the Literature. Journal of Studies in Education, 5(4). <a href=\"https:\/\/doi.org\/10.5296\/jse.v5i4.8249\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.5296\/jse.v5i4.8249&nbsp; <\/a><span style=\"font-size: .9375rem;\">(login required).<\/span><\/li>\n<li>OECD. (2019). How much time do adults spend on the PIAAC assessment and why does it matter? | READ online. <a href=\"https:\/\/read.oecd-ilibrary.org\/education\/how-much-time-do-adults-spend-on-the-piaac-assessment-and-why-does-it-matter_11a4be1d-en\" target=\"_blank\" rel=\"noopener\">https:\/\/read.oecd-ilibrary.org\/education\/how-much-time-do-adults-spend-on-the-piaac-assessment-and-why-does-it-matter_11a4be1d-en<\/a><\/li>\n<li>PISA 2015 Results (Volume V): Collaborative Problem Solving | en | OECD. (n.d.). Retrieved April 27, 2021, from <a href=\"https:\/\/www.oecd.org\/publications\/pisa-2015-results-volume-v-9789264285521-en.htm\" target=\"_blank\" rel=\"noopener\">https:\/\/www.oecd.org\/publications\/pisa-2015-results-volume-v-9789264285521-en.htm<\/a><\/li>\n<li>Program for the International Assessment for Adult Competencies (PIAAC)?XProblem Solving in Technology-Rich Environments Domain. (n.d.). National Center for Education Statistics. Retrieved April 27, 2021, from <a href=\"\/\/nces.ed.gov\/surveys\/piaac\/problem-solving.asp\" target=\"_blank\" rel=\"noopener\">https:\/\/nces.ed.gov\/surveys\/piaac\/problem-solving.asp<\/a><\/li>\n<li>Snyder, L. G., &amp; Snyder, M. J. (2008). Teaching Critical Thinking and Problem Solving Skills. The Delta Pi Epsilon Journal, L(2).<\/li>\n<li>Social Research and Demonstration Corporation. (2021). Research Report to Support the Launch of Skills for Success: Structure, Evidence and Recommendations. Final draft report.<\/li>\n<li>Tiruneh, D. T., Verburgh, A., &amp; Elen, J. (2014). Effectiveness of critical thinking instruction in higher education: A systematic review of intervention studies. Higher Education Studies, 4(1), 1-17. <a href=\"https:\/\/doi.org\/10.5539\/hes.v4n1p1\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.5539\/hes.v4n1p1&nbsp;<\/a> <span style=\"font-size: .9375rem;\">(login required).<\/span><\/li>\n<li>University of Texas Arlington. (2021). How Inquiry-Based Learning Can Work in a Math Classroom. UTA Online. <a href=\"https:\/\/academicpartnerships.uta.edu\/articles\/education\/inquiry-based-learning-math-classroom.aspx\" target=\"_blank\" rel=\"noopener\">https:\/\/academicpartnerships.uta.edu\/articles\/education\/inquiry-based-learning-math-classroom.aspx<\/a><\/li>\n<li>Walker, A., &amp; Leary, H. (2009). A Problem Based Learning Meta Analysis: Differences Across Problem Types, Implementation Types, Disciplines, and Assessment Levels. Interdisciplinary Journal of Problem-Based Learning, 3(1), 6-28.<\/li>\n<\/ul>\n\n\n<p><\/p>","protected":false},"excerpt":{"rendered":"<p>Les comp\u00e9tences en r\u00e9solution de probl\u00e8mes aident les participants \u00e0 identifier et analyser des \u00e9l\u00e9ments, \u00e0 proposer des solutions et \u00e0 prendre des d\u00e9cisions. Le processus de r\u00e9solution de probl\u00e8mes aide \u00e0 trouver des solutions \u00e0 des probl\u00e8mes, \u00e0 mesurer les succ\u00e8s et \u00e0 apprendre de leur exp\u00e9rience.<\/p>","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[21,11],"tags":[61],"class_list":["post-4837","post","type-post","status-publish","format-standard","hentry","category-problem-solving","category-research","tag-sfs-3-6"],"_links":{"self":[{"href":"https:\/\/sfs-tools.ca\/fr\/wp-json\/wp\/v2\/posts\/4837","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sfs-tools.ca\/fr\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sfs-tools.ca\/fr\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sfs-tools.ca\/fr\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/sfs-tools.ca\/fr\/wp-json\/wp\/v2\/comments?post=4837"}],"version-history":[{"count":2,"href":"https:\/\/sfs-tools.ca\/fr\/wp-json\/wp\/v2\/posts\/4837\/revisions"}],"predecessor-version":[{"id":5168,"href":"https:\/\/sfs-tools.ca\/fr\/wp-json\/wp\/v2\/posts\/4837\/revisions\/5168"}],"wp:attachment":[{"href":"https:\/\/sfs-tools.ca\/fr\/wp-json\/wp\/v2\/media?parent=4837"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sfs-tools.ca\/fr\/wp-json\/wp\/v2\/categories?post=4837"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sfs-tools.ca\/fr\/wp-json\/wp\/v2\/tags?post=4837"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}