Jérémy Castéra
Biographic Data
| ID | 3452671 |
|---|---|
| NAME | Jérémy Castéra |
| GIVEN NAMES | Jérémy |
| FAMILY NAME | Castéra |
| SIGNATURE | CASTÉRA J |
| AFFILIATIONS | Aix-Marseille Université |
| ORCID | 0000-0003-1520-3620 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 16 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Environnement d’apprentissage et créativité
Cette étude explore l’influence de l’environnement d’apprentissage sur l’utilisation des stratégies cognitives créatives lors de la résolution de problèmes, en comparant deux groupes d’étudiants de première année en licence Maths, physique, chimie et informatique (MPCI). Le premier groupe a évolué dans un environnement conçu pour encourager la coopération, avec une salle spécialement adaptée pour le travail coopératif. Le second groupe a étudié d…
Self-perceived Action Competence for Sustainability and Environmental Attitudes
Within environmental education research, there is an ongoing interest in trying to understand what factors might lead to pro-environmental action and pro-environmental behaviours. This study explores the relationship between environmental attitudes and self-perceived action competence for sustainability by combining a questionnaire measuring self-perceived action competence for sustainability (SPACS-Q) with a questionnaire measuring environmental…
The use of augmented reality for inquiry-based activity about the phenomenon of seasons
Despite the profusion of studies on the use of augmented reality (AR) for teaching, the scientific results on the students’ learning do not fully converge. On the one hand, some studies have shown AR’s benefits, including autonomy and improvement of learning by reducing mental effort. On the other hand, other studies have highlighted the strong limitations of AR technology for learning, such as cognitive over loading in some specific cases. This …
Teachers' conceptions of the environment
Analyses of attempts to prevent the worsening of environmental problems on Earth often identify two key lines of critique about contemporary school curriculum: first, its role in entrenching anthropocentrism as the dominant paradigm for people-environment relations, and then, also compounding this, their combined role in furthering a loss of connection with nature. However, those who advance such critiques do not always acknowledge that teachers …
Valeurs implicites dans l'enseignement de la génétique humaine dans les manuels scolaires de cinq pays riverains de la Méditerranée
Dans la communauté scientifique, l'ère du "tout-génétique" est remplacée par le paradigme de l'épigénétique qui met l’accent sur l'interaction entre génome et environnement. Existe-t-il dans les manuels scolaires des traces d'innéisme et éventuellement de sexisme ou de racisme associés à l'innéisme ? L’analyse comparative des chapitres qui traitent de la génétique humaine de cinq pays méditerranéens permet de dire qu’il y a une certaine survivanc…
Teachers' conceptions of the environment
Analyses of attempts to prevent the worsening of environmental problems on Earth often identify two key lines of critique about contemporary school curriculum: first, its role in entrenching anthropocentrism as the dominant paradigm for people-environment relations, and then, also compounding this, their combined role in furthering a loss of connection with nature. However, those who advance such critiques do not always acknowledge that teachers …
Valeurs implicites dans l'enseignement de la génétique humaine dans les manuels scolaires de cinq pays riverains de la Méditerranée
Dans la communauté scientifique, l'ère du "tout-génétique" est remplacée par le paradigme de l'épigénétique qui met l’accent sur l'interaction entre génome et environnement. Existe-t-il dans les manuels scolaires des traces d'innéisme et éventuellement de sexisme ou de racisme associés à l'innéisme ? L’analyse comparative des chapitres qui traitent de la génétique humaine de cinq pays méditerranéens permet de dire qu’il y a une certaine survivanc…
Teachers' conceptions of the environment
Analyses of attempts to prevent the worsening of environmental problems on Earth often identify two key lines of critique about contemporary school curriculum: first, its role in entrenching anthropocentrism as the dominant paradigm for people-environment relations, and then, also compounding this, their combined role in furthering a loss of connection with nature. However, those who advance such critiques do not always acknowledge that teachers …
The use of augmented reality for inquiry-based activity about the phenomenon of seasons
Despite the profusion of studies on the use of augmented reality (AR) for teaching, the scientific results on the students’ learning do not fully converge. On the one hand, some studies have shown AR’s benefits, including autonomy and improvement of learning by reducing mental effort. On the other hand, other studies have highlighted the strong limitations of AR technology for learning, such as cognitive over loading in some specific cases. This …
Environnement d’apprentissage et créativité
Cette étude explore l’influence de l’environnement d’apprentissage sur l’utilisation des stratégies cognitives créatives lors de la résolution de problèmes, en comparant deux groupes d’étudiants de première année en licence Maths, physique, chimie et informatique (MPCI). Le premier groupe a évolué dans un environnement conçu pour encourager la coopération, avec une salle spécialement adaptée pour le travail coopératif. Le second groupe a étudié d…
Self-perceived Action Competence for Sustainability and Environmental Attitudes
Within environmental education research, there is an ongoing interest in trying to understand what factors might lead to pro-environmental action and pro-environmental behaviours. This study explores the relationship between environmental attitudes and self-perceived action competence for sustainability by combining a questionnaire measuring self-perceived action competence for sustainability (SPACS-Q) with a questionnaire measuring environmental…
Psychology (3 works) · Environmental Education and Sustainability (2 works) · Humanities (2 works) · Philosophy (2 works) · Animal and Plant Science Education (1 work) · Anthropocentrism (1 work) · Applied Psychology (1 work) · Artificial Intelligence (1 work) · Augmented reality (1 work) · Augmented Reality Applications (1 work)