La place du constructivisme dans des scenarios pédagogiques numériques de la plateforme AESOP en Grèce

Abstract

This paper aims at reporting on the program of digital educational scenarios which was realized in Greece in 2015 and to search the impact of constructivism in digital scenarios of the mechanical engineering sector of vocational education. Texts and electronic productions that have been prepared by the IEP (Institute of Educational Policy) are taken into account and all the scenarios constructed in the framework of the electronic platform AESOP (Advanced Electronic Scenarios Operating Platform) are analyzed. A frame of criteria concerning constructivist teaching has been put in place and used for the analysis. The principal results indicate that a number of interesting interactive instruments have been used in the scenarios but the constructivist point of view is relatively absent.