Explicit instruction and skills development: antinomy or necessity?

Explicit instruction and skills development: antinomy or necessity?

• Marie Bocquillon, Université de Mons, Belgique

• Clermont Gauthier, Université Laval, Canada

• Steve Bissonnette, Université TELUQ, Canada

• Antoine Derobertmasure, Université de Mons, Belgique

doi : https://dx.doi.org/10.18162/fp.2020.513

Résumé

(Socio)constructivist approaches are often considered to be the only ones able to promote skills development. Is this really the case? This article first analyzes four questionable presuppositions that may be at the origin of this posture. It then shows, from works in cognitive psychology, that skills development is rather favored by the adoption of an explicit teaching.

Abstract

(Socio)constructivist approaches are often considered to be the only ones able to promote skills development. Is this really the case? This article first analyzes four questionable presuppositions that may be at the origin of this posture. It then shows, from works in cognitive psychology, that skills development is rather favored by the adoption of an explicit teaching.