Abstract
In this chapter we draw a portrait of the use of geotechnologies in France in secondary schools. In France, dogmatic innovations fostered by educational authorities, isolated innovative teachers and parallel experimentations such as project-based learning or game-based learning, coexist separately. As a result, we advocate for an interoperability framework in order to facilitate the diffusion and the convergence of rich and various local initiatives.
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Sanchez, E., Genevois, S., Joliveau, T. (2012). France: Dogmatic Innovations, Innovative Teachers, and Parallel Experimentations. In: Milson, A., Demirci, A., Kerski, J. (eds) International Perspectives on Teaching and Learning with GIS in Secondary Schools. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-2120-3_11
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DOI: https://doi.org/10.1007/978-94-007-2120-3_11
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