Structuring didactic situations and continuities in the dynamics of constructing knowledge in science
Marty, Laurence
Structuring didactic situations and continuities in the dynamics of constructing knowledge in science - 2023.
76
A substantial body of literature in science education and didactics shows that teachers do not manage to take students’ ideas into account, including within teaching practices that aim to promote inquiry-based learning. In order to understand this phenomenon, we choose to focus on the teaching activities and on the opportunities given by these activities in terms of meaning-making processes as shown in the teacher and students’ discourse in science classrooms. Our theoretical framework combines two conceptual systems : the model of teacher’s and students’ joint action in didactics built in the French-speaking research in comparative didactics, and the pragmatist approach to classroom discourse built in the Swedish research in science education. In this framework, the meanings made about certain particular “objects” in the learning environment (“milieu”) is developed through the interactions that students have with these objects, on the basis of their previous experiences (e.g., family, school, outdoors, etc.). We present two case studies, the first one in primary education (France) and the second one in secondary education (Western-Switzerland). Our results show that activities in which scientific models are given to students at the beginning of the unit and then used to explain an organized succession of physical phenomena are likely to induce a meaning-making process in which teacher manages to take into account and use students’ ideas.
Structuring didactic situations and continuities in the dynamics of constructing knowledge in science - 2023.
76
A substantial body of literature in science education and didactics shows that teachers do not manage to take students’ ideas into account, including within teaching practices that aim to promote inquiry-based learning. In order to understand this phenomenon, we choose to focus on the teaching activities and on the opportunities given by these activities in terms of meaning-making processes as shown in the teacher and students’ discourse in science classrooms. Our theoretical framework combines two conceptual systems : the model of teacher’s and students’ joint action in didactics built in the French-speaking research in comparative didactics, and the pragmatist approach to classroom discourse built in the Swedish research in science education. In this framework, the meanings made about certain particular “objects” in the learning environment (“milieu”) is developed through the interactions that students have with these objects, on the basis of their previous experiences (e.g., family, school, outdoors, etc.). We present two case studies, the first one in primary education (France) and the second one in secondary education (Western-Switzerland). Our results show that activities in which scientific models are given to students at the beginning of the unit and then used to explain an organized succession of physical phenomena are likely to induce a meaning-making process in which teacher manages to take into account and use students’ ideas.
Réseaux sociaux