Structuring didactic situations and continuities in the dynamics of constructing knowledge in science (notice n° 158730)
[ vue normale ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 02414cam a2200301 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112032219.0 |
| 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 | Marty, Laurence |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Structuring didactic situations and continuities in the dynamics of constructing knowledge in science |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2023.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 76 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | 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. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | meaning-making |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | properties of matter |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | joint action |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | scientific models |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | continuity |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | meaning-making |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | properties of matter |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | joint action |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | scientific models |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | continuity |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Ligozat, Florence |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Venturini, Patrice |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Education & didactique | 17 | 2 | 2023-10-03 | p. 49-70 | 1956-3485 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-education-et-didactique-2023-2-page-49?lang=en">https://shs.cairn.info/journal-education-et-didactique-2023-2-page-49?lang=en</a> |
Pas d'exemplaire disponible.
Réseaux sociaux