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Using qualitative methods—observations, semi-structured interviews, and document analysis—it examines social, cognitive, and affective mechanisms. 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The research focuses on applying the realproject approach within a \"Mini-Project Workshop\" module for third-year Information Systems Development (ISD) students at the Higher Institute of Technological Studies (HITS) of Charguia, Tunisia. Using a qualitative research design that includes observations, semi-structured interviews, and document analysis, the study explores how project-based learning influences knowledge construction, emphasizing the interplay between social, cognitive, and affective dimensions. The study advocates for an iterative project delivery approach with varied evaluations, fostering performance enhancement and deeper understanding through feedback and reflection. The results demonstrate positive impacts on the development of technical and transversal skills, while revealing that the experience of \"the self-training classroom\" where students train each other can effectively meet the specific needs of learners. Overall, the research underscores the value of embedding authentic, contextualized activities in teaching to promote meaningful learning experiences and equip students with essential skills.  \nKeywords Project-based approach, Contextualized learning, Iteration, Review, Retrospective, Learner-to-learner learning  \n1. INTRODUCTION  \nIn an educational setting, the dynamic between teacher, learner and knowledge is constant and interdependent. We aspire to a better pedagogical adaptation of contextualized knowledge, by integrating the most relevant approaches that guarantee the development of a practical skill. We consider social constructivism as a contextualized learning model, highlighting the importance of social and cultural context in the process of knowledge acquisition. According to this perspective, learning involves the interpretation of experiences, languages, and phenomena, grounded in their respective contexts. Proponents of contextualized learning recommend the use of authentic tasks and learning situations that are as realistic as possible. It is in this context that our study aims to apply the real project approach for an internal didactic transposition of the module \"MiniProject Workshop\" intended for students in the third year of information systems development. Through this research, we intend to highlight the implications of this approach on the construction of knowledge as well as on the interaction of the social, cognitive and affective dimensions on which the socio-constructivist model is based. Our approach begins with a description of the  \ntheoretical concepts underlying our research, including social constructivism and contextualized learning. Then, we present the experiment conducted and the results obtained.  \n1.1 Social Constructivism Approach  \nIn a modern education context, the traditional learning model of teacher knowledge transmission, where information is expected to be absorbed by students like soft wax, is outdated (Guillemette, 2020) . Similarly, the behaviorist approach, where learning is seen as a series of conditioned responses to stimuli, may be less effective and does not really promote the acquisition of practical knowledge that can be used immediately (Larochelle, Bednarz & Garrison, 1994) . Indeed, the conquest of such knowledge should result from an imbalance caused by a teaching-learning situation where the learner is also an actor in his learning (Muhajirah, 2022) . We are th","cbCaipBvJgdsDpQp","https://ap.wps.com/l/cbCaipBvJgdsDpQp","pdf",389347,"English","# Abstract\n# Introduction\n## Social Constructivism Approach","[{\"question\":\"What teaching approach does the article examine and how is it applied?\",\"answer\":\"The article examines the integration of authentic, contextualized activities using a real project approach. It is applied within a “Mini-Project Workshop” module for third-year Information Systems Development students.\"},{\"question\":\"Which research methods are used to study the learning impact?\",\"answer\":\"The study uses a qualitative design including observations, semi-structured interviews, and document analysis to explore how learning unfolds and how knowledge is constructed.\"},{\"question\":\"How does the socio-constructivist view treat errors in learning?\",\"answer\":\"In the socio-constructivist framework, error is not seen as a fault but as a learning opportunity and a source of knowledge, sometimes even intentionally provoked to strengthen grasp and assimilation.\"}]","Contextualized Learning and Social Constructivism - Implementing a Project-Based Approach in Information Systems Development Education | PDF",1792064979,25]