Problematization in a forced sequence on breathing in grade 5: what knowledge is learned by the students? (notice n° 158720)
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|---|---|
| fixed length control field | 01948cam a2200289 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112032218.0 |
| 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 | Chalak, Hanaà |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Problematization in a forced sequence on breathing in grade 5: what knowledge is learned by the students? |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2023.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 65 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | The Forced sequences set up in the work on learning by problematization mobilize specific didactic frameworks whose aim is to allow the construction of problematized knowledge. However, research in the sociology of education shows that certain frameworks of activities proposed to students can lead to academic misunderstandings and learning inequalities. The difficulties pointed out by these researchers question our work on learning by problematization and the effect of frames imposed by forced sequences. To what extent could these frames be conducive to misunderstandings? To study it, we analyze four individual interviews of students carried out after a forced sequence on breathing at the end of primary school (10-year-old students) and their individual productions (written or oral) over the course of the sessions in order to relate the knowledge they mobilize and what they say about it after the sequence. The results obtained make it possible to identify misunderstandings concerning the nature of the knowledge to be constructed. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | elementary school |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | forced sequence |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | science |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | problematization |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | school misunderstanding |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | elementary school |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | forced sequence |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | science |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | problematization |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | school misunderstanding |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Briaud, Philippe |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Education & didactique | 17 | 1 | 2023-05-03 | p. 87-97 | 1956-3485 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-education-et-didactique-2023-1-page-87?lang=en">https://shs.cairn.info/journal-education-et-didactique-2023-1-page-87?lang=en</a> |
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