Characterization of the physics teacher’s interventions in small collaborative work groups: methodological aspects (notice n° 158292)
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|---|---|
| fixed length control field | 02259cam a2200289 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112032114.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Venturini, Patrice |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Characterization of the physics teacher’s interventions in small collaborative work groups: methodological aspects |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2022.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 53 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This paper is mainly methodological. It concerns the study of the ways teachers intervene in small groups carrying out a collaborative activity in physics. This study is developed from a point of view focused on knowledge at stake. Studies of this kind of teachers’ interventions often lead to divergent conclusions on the nature of the interventions deemed effective for both the completion of the task and learning. We believe that much of these differences may be related to the very different nature of the situations in which the teacher intervenes in small groups. Therefore, we propose a method that associates in the analyses the kinds of interactions teacher – students with the situations they are developed in. This method includes the use of different timescales. It combines an analytical approach of the didactic action considered at a microscopic scale, and a holistic approach of this action considered at a higher scale, each one being based on specific theoretical tools. We illustrate its implementation on an activity related to periodic phenomena in the tenth grade. The discussion addresses the relevance of the proposed method and the specificities of each of its approaches as well as the validity of the results. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | collaborative activity in small groups |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | method of analysis |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | classroom interactions |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | teacher’s intervention modality |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | physics teaching |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | collaborative activity in small groups |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | method of analysis |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | classroom interactions |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | teacher’s intervention modality |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | physics teaching |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Tiberghien, Andrée |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Education & didactique | 16 | 3 | 2022-12-05 | p. 73-95 | 1956-3485 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-education-et-didactique-2022-3-page-73?lang=en">https://shs.cairn.info/journal-education-et-didactique-2022-3-page-73?lang=en</a> |
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