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Neuvième session, 18 mars 2015

EducMap : Pour une meilleure compréhension des recherches en éducation, un projet de cartographie instrumentée. Problèmes techniques, problèmes méthodologiques et problèmes épistémologiques


Le séminaire international accueille dans sa 9e session la problématique de la cartographie dynamique des recherches en éducation, telle qu'elle est portée par le projet de recherche EducMap.
EducMap est un projet émergent, financé par le CNRS dans le cadre du PEPS 2014.  EducMap associe plusieurs chercheurs de l'IFÉ et de l'ENS de Lyon pour aborder les questions techniques, méthodologiques et avant tout épistémologiques posées par le besoin de cartographier les recherches en éducation, en croisant des méthodes de traitement des big data, de bibliométrie, d'analyse sémantique afin de modéliser et de questionner une double dynamique :

  • celle des réseaux d'acteurs, d'institutions, de revues, de sites documentaires...
  • celle des dynamiques scientifiques à l'oeuvre dans ces réseaux : questions de recherche, références théoriques, méthodologies, concepts actifs...


La journée se déroulera sur le site Descartes de l'ENS de Lyon, salle F08


Programme prévisionnel :

  • 9h30h-11h. Prof. Dr. Heisawn Jeong, Dr. Kris Lund, Dr. Sebastian Grauwin & Dr. Pablo Jensen (presenters:  Sebastian Grauwin & Kris Lund)
    Collective Knowledge Bases of Educational Research: What connects and separates different research clusters?

In educational research, many of us strive to understand how to help students learn better. In spite of our shared goals, educational research is often accused of being fragmented. Given that educational research covers a diverse area of topics ranging from the neural bases of education to its economic impact, such fragmentation is natural and understandable to some extent. And yet even though researchers work in different sub-fields of education, their research can be connected in a way so that the research community can build upon a shared collective knowledge base. In this paper, we used a bibliometric analysis method to examine the extent that papers in educational research share references. We used the Louvain (modularity-based) algorithm to group papers together in the Scopus database between 2000 and 2004, if they shared at least two references. The analysis revealed a set of research clusters in educational research, suggesting that there is no single body of core references that all educational research build on. Educational research instead relied on a set of distinct knowledge bases. We explored the nature of these shared knowledge bases of each cluster and associated research practices (e.g., research focus, journals, and/or contributors). We also examined the place of educational research within the context of social science research at large in terms of whether and how educational research bridges different areas of social science research. We propose how our maps of research in education can be used by students, researchers and practitioners to explore collectively built knowledge bases of research in education.

  • 11h-12h30. Paul Kirschner, Welten Institute, Research Centre for Learning, Teaching and Technology, Open University of the Netherlands.
    War, good god y’all, what is it good for?
    (see more…)

 Abstract: While many other scientific disciplines have no problem living with paradigms that seem to differ or even conflict with each other (e.g., light as a particle vs. light as a wave), the learning sciences and a number of its sub disciplines have chosen a different approach, namely paradigm wars. Professor Kirschner will discuss those paradigms, the wars between them and some of their casualties.

Kirschner, P. A. (2014). When a paradigm becomes a paradogma. Journal of Computer Assisted Learning, 30, 297-299.
Kirschner, P. A. (2015). War: What is it good for? Education can only profit when its researchers have a truly open-mind. Blog for APA Division 15.


  • 14h-15h30. Ad Prins
    Hybrid characteristics in the Social Sciences and Humanities, a bibliometric view

Characteristic of the publication culture in the humanities and important parts of the social sciences is the diversity in output, distribution and impact. Books, articles, volumes, reports, documentaries and contributions to newspapers and magazines find their way to scholarly interested audiences as well as to academics at universities. Although this diversity may be received as a characteristic of transdisciplinarity (Novotny 2003, Gibbons 1994), difficulties arise in demonstrating its scientific and societal impact with traditional indicators such as Web of Science citation analysis. In my presentation I will suggest that impact of such output can be analyzed, combining two methods for data collection. One is based on Google Scholar as source for impact in the scientific domain. The other method, Contextual Response Analysis, is based on searches using a variety of internet search engines and of databases, identifying and classifying users of output in the broad social domain. Examples are taken from two national research evaluations in the fields of Education, Pedagogical Sciences and of Anthropology in The Netherlands, comparing Google Scholar with Web of Science results. Also, examples are given of large Dutch university research groups in the humanities and social  sciences. The results demonstrate scientific fields with diverse, hybrid output, particularly scholarly books, used both in the scientific and social domain.


Contact : Nicolas Favelier

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