{"id":4011,"date":"2026-07-06T16:24:08","date_gmt":"2026-07-06T14:24:08","guid":{"rendered":"https:\/\/site2.cerclefser.org\/fr\/?page_id=4011"},"modified":"2026-11-07T22:50:52","modified_gmt":"2026-11-07T21:50:52","slug":"discerne","status":"publish","type":"page","link":"https:\/\/cerclefser.org\/fr\/discerne\/","title":{"rendered":"Discerne"},"content":{"rendered":"\n
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D\u00e9crypter les Informations Scientifiques :<\/strong> Education par la Recherche aux Notions d\u2019Esprit critique<\/strong><\/h2>\n\n\n\n

A l\u2019heure o\u00f9 les fausses informations circulent et se propagent plus vite <\/strong>sur les r\u00e9seaux sociaux que les informations fiables, avec une acc\u00e9l\u00e9ration significative depuis l’arriv\u00e9e massive de l’IA<\/strong>, il est absolument essentiel que chaque jeune, citoyen(ne) de demain, d\u00e9veloppe son esprit critique<\/strong> pour s’outiller contre le d\u00e9sordre informationnelle de notre \u00e9poque et puisse se r\u00e9approprier l\u2019information.

Les enjeux soci\u00e9taux d’aujourd’hui et de demain (Sant\u00e9 et crises sanitaires, Crise climatique, IA etc…) sont multiples et de plus en plus complexes.
DIScERNE se fixe ainsi comme objectif d’entrainer l’esprit critique et le raisonnement scientifiques des plus jeunes au travers d’ateliers p\u00e9dagogiques clef en main pour les aider \u00e0 comprendre les nuances<\/mark> de notre monde et ainsi agir \/ d\u00e9cider avec raison<\/mark><\/strong>.

Con\u00e7u pour les publics scolaires et des biblioth\u00e8ques\/m\u00e9diath\u00e8ques, le programme DIScERNE a, cependant \u00e9t\u00e9 r\u00e9fl\u00e9chi pour \u00eatre facilement adaptable \u00e0 d\u2019autres publics.
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\"telecharger\"<\/figure>\n\n\n\n

Guide d\u2019utilisation DIScERNE<\/mark><\/strong><\/a><\/p>\n\n\n\n

(\u00e0 t\u00e9l\u00e9charger)<\/em><\/p>\n<\/div>\n\n\n\n

SEQUENCES A DESTINATION DES 6-11 ans<\/strong><\/p>\n\n\n\n

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1.1 Des labos \u00e0 nos journaux, le trajet des informations scientifiques<\/strong><\/a>
Partie 1 : Informations<\/em><\/strong> et sources d\u2019informations<\/em><\/strong><\/mark><\/a><\/p>\n\n\n\n

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1.2 Des labos \u00e0 nos journaux, le trajet des informations scientifiques<\/strong><\/a>
Partie 2 : Cha\u00eene de transmission des informations scientifiques<\/mark><\/em><\/strong><\/a><\/p>\n\n\n\n

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2. Y a-t-il autant de filles que de gar\u00e7ons ?<\/strong><\/a>
<\/strong>Construire et comprendre la d\u00e9marche scientifique<\/strong><\/a><\/p>\n\n\n\n

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3. Anecdotes et biais de confirmation \u00e0 l’\u00e9preuve de la d\u00e9marche scientifique<\/strong><\/a><\/p>\n\n\n\n

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4. Savoir analyser une image : d\u00e9forme-t-elle la r\u00e9alit\u00e9 ?<\/strong><\/a><\/p>\n\n\n\n

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5. Quand les graphiques nous trompent<\/strong><\/a><\/p>\n\n\n\n

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SEQUENCES A DESTINATION DES 12-18 ans<\/strong><\/p>\n\n\n\n

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6. S\u2019orienter parmi les diff\u00e9rentes sources d’informations<\/strong><\/a><\/p>\n\n\n\n

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7. Pourquoi une \u00e9tude ne suffit pas pour \u00e9tablir un consensus scientifique<\/strong><\/a><\/strong><\/strong><\/p>\n\n\n\n

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8. Les sciences<\/strong> (informatiques) dans la fiction<\/strong><\/a><\/p>\n\n\n\n

\"\"<\/a><\/figure>\n<\/div>\n<\/div>\n\n\n\n
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9. Les statistiques expliqu\u00e9es<\/strong>
par les chats<\/strong><\/a><\/strong><\/strong><\/strong><\/p>\n\n\n\n

\"\"<\/a><\/figure>\n<\/div>\n\n\n\n
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10. Le comportement moutonnier<\/strong> (bient\u00f4t disponible)<\/p>\n\n\n\n

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11. Quand les graphiques nous trompent<\/strong><\/a><\/p>\n\n\n\n

\"\"<\/a><\/figure>\n<\/div>\n<\/div>\n\n\n\n
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12. Remonter \u00e0 la source d’une information<\/strong><\/a><\/p>\n\n\n\n

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13. Savoir analyser une image :<\/strong>
d\u00e9forme-t-elle la r\u00e9alit\u00e9 ?<\/strong><\/a><\/strong><\/strong><\/strong><\/strong><\/p>\n\n\n\n

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14. Traquer les arguments<\/strong>
fallacieux<\/strong><\/a><\/p>\n\n\n\n

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15. S\u00e9parer le messager du message<\/strong><\/a><\/p>\n\n\n\n

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<\/div>\n<\/div>\n\n\n\n
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Projet soutenu par :<\/strong><\/p>\n\n\n\n

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\"MIN_Culture_RVB\"<\/figure>\n<\/div>\n\n\n\n
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\"Cercle-FSER\"<\/figure>\n<\/div>\n\n\n\n
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\"logo-genopolys\"<\/figure>\n<\/div>\n<\/div>\n\n\n\n

CREDITS<\/strong><\/p>\n\n\n\n

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\u00c9quipe de production des s\u00e9quences :<\/strong>
Dr K. de Checchi, Ing\u00e9nieur de recherche en p\u00e9dagogie
Dre M. Kitzmann, Directrice Adjointe de Genopolys
C. Le Guelvouit, Charg\u00e9 de mission d\u2019accompagnement chez \u00catrePROF \u2013 Ancien professeur de Math\u00e9matiques
Dre T. Louis, M\u00e9diatrice scientifique et conceptrice de contenus p\u00e9dagogiques
Dre M. P\u00e9quignot, Chercheuse et chef de projet de m\u00e9diation scientifique

\u00c9quipe de conception et de coordination du projet :<\/strong>
Dre H.D. Dufour, Directrice, Le Cercle FSER
F. Bilak, Charg\u00e9e de projet, Le Cercle FSER

Cr\u00e9atrice du logo :<\/strong>
E. Pelc, Responsable de la communication, Le Cercle FSER, France<\/p>\n<\/div>\n\n\n\n

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Vid\u00e9astes ayant travaill\u00e9 sur le projet DIScERNE <\/strong>:
Gwendal Adam, Dirigeant de PalHeol<\/a>
Charlotte Barbier, les Langues de Cha\u2019<\/a>
Chlo\u00e9 Daubier, Cha\u00eene SciFem<\/a>
Franck Dunas, Vulgarisateur et vid\u00e9aste, cha\u00eene Youtube mathador<\/a>
Jonathan Lafont, Vid\u00e9aste, Vulgarisateur scientifique<\/a>, Charg\u00e9 de Communication
P.H. Largilli\u00e8re, Cr\u00e9ateur de la cha\u00eene YouTube Le Point Genius<\/a>
Gonzalo Ruiz, Fondateur & CEO de Drop Of Curiosity<\/a>
Terence Saulnier, Fondateur de L\u2019Exploratoire<\/a> et de Cell Worlds<\/a>
Marie T., Vulgarisatrice scientifique, vid\u00e9aste, autrice, cha\u00eene Youtube La bo\u00eete \u00e0 curiosit\u00e9<\/a><\/p>\n\n\n\n



<\/p>\n<\/div>\n<\/div>\n\n\n\n

\"LOGO<\/figure>\n\n\n\n

Remerciements<\/strong>
L\u2019\u00e9quipe de production du programme DIScERNE tient \u00e0 remercier toutes les personnes qui se sont investies dans le projet  que ce soit en tant qu\u2019ing\u00e9nieur(e) p\u00e9dagogique, relecteur et relectrice, r\u00e9f\u00e9rent(e)s p\u00e9dagogiques mais aussi les personnes qui nous ont soutenu d\u2019une mani\u00e8re ou d\u2019une autre, en accueillant un atelier DIScERNE ou simplement en nous donnant de bons conseils.
Nous remercions donc tr\u00e8s chaleureusement toutes les personnes suivantes :
Tania Louis, Magali Kitzmann, Marie P\u00e9quignot, Christophe Le Guevouilt, Kevin de Checchi, S\u00e9bastien Hamon, Dounia Saez, Claude Tran, Tania Jenkins, Charlotte Barbier, Doroth\u00e9e Varachat, Jonathan Faivre, Benjamin Mauco,Virginie Lahache, Lorie Trognko, Barthelemy Melanie, Martine Cardoso, Gwendal Adam, Chlo\u00e9 Daubier, Franck Dunas, Jonathan Lafont, P.H. Largilli\u00e8re, Marie, Gonzalo Ruiz, Terence Saulnier, Alexandrine Maviel-Sonnet, Mathilde Boisserin, Margaux Calon, Agathe Franck, Sophie Quaresma, Dylan Tran, Amadou Diakite, et toutes les personnes ayant soutenu ce projet.
Merci \u00e0 vous toutes et tous !<\/p>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

D\u00e9crypter les Informations Scientifiques : Education par la Recherche aux Notions d\u2019Esprit critique A l\u2019heure o\u00f9 les fausses informations circulent et se propagent plus vite sur les r\u00e9seaux sociaux que les informations fiables, avec une acc\u00e9l\u00e9ration significative depuis l’arriv\u00e9e massive de l’IA, il est absolument essentiel que chaque jeune, citoyen(ne) de demain, d\u00e9veloppe son esprit critique pour s’outiller […]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-1","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-4011","page","type-page","status-publish","hentry"],"acf":[],"yoast_head":"\nDiscerne - Cercle FSER<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/cerclefser.org\/fr\/discerne\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Discerne - 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