This study was designed to evaluate the effects of a efamiliar» learning situation on the strategies used by students in a computer mediatedinteractive environment.~examine the strategies used by [14][15] year-old students in solving physics problems according to whether the technical situation waspresentedusing a canonical version of an electric circuit (rules currently used in class) or a non-canonical version. Students worked either in pairs or individually with a computer. The results show that the dyads only performedbetterthan individuals in the non-canonical version to the problem. The results are discussed in a perspective which offers a renewed approach of student-computer interaction.Aimed at understanding how to design effective computer-based systems to support collaborative learning, this paper reports a pilot study on the collaborative solving of physics problems with a computer. The results are discussed in relation to the interactive learning environment, and current research trends.Recent research on cognitive development and learning has pointed out the importance of the social context to cognitive processing. This focus has essentially brought to the fore one of Vygotsky's themes: adult-child interaction (Wertsch, 1985) and between-peer interaction (Perret-Clermont, 1979; 'fudge & Rogoff, 1989). With the development of interactive learning environments, another Vygotskian theme has emerged, again an integral part of learning: semiotic mediation. Tins theme appeared in particular in research on the design of learning interfaces: in order to learn with a computer, subjects must manipulate human-machine interfaces. The study of the attempt to develop a computerized learning environment in which students solve scientific problems in collaboration with each other, while assisted by a computer, has renewed current interest in the issues investigated by social scientists, including the externalization of knowledge, the transmission and appropriation of scientific knowledge, and the control of the learning process. Note that the issues raised here concern both student-tutor interaction

To cite this version:Serge Agostinelli. Comment penser la médiation inscrite dans les outils et leurs dispositifs : Une approche par le système artefactuel. Distances et savoirs, Hermès Lavoisier, 2009, pp.355-376.

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