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Tricot, A. (2021). Linking knowledge in cognitive psychology and pedagogical engineering. Raisons éducatives, 25, 141-162. https://doi.org/10.3917/raised.025.0141
Cognitive psychology aims to understand how humans learn. Pedagogical engineering aims to provide knowledge and methods that are useful when designing teaching situations. The two disciplines therefore have neither the same object (learning vs. teaching), nor the same status (science vs. engineering). The aim of this article is to show how knowledge in cognitive psychology and pedagogical engineering can be connected. The theory of cognitive load is used as an example to show how knowledge can be produced for pedagogical engineering from hypotheses based on a precise description of the cognitive structures and functions involved in learning. This theory illustrates that for engineering knowledge is conditional: its implementation depends on the situation that needs to be designed and in particular on the prior knowledge of the students.