Structuration des situations didactiques et continuités dans la dynamique de construction des savoirs en sciences (notice n° 239186)
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| fixed length control field | 03938cam a2200313 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112064747.0 |
| 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 | Structuration des situations didactiques et continuités dans la dynamique de construction des savoirs en sciences |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2023.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 51 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | De nombreuses études mettent en lumière une faible prise en compte par les enseignants des propositions des élèves, et donc une faible participation de ceux-ci à la construction des savoirs en classe de sciences, y compris au sein de pratiques d’enseignement qui s’appuient sur des « démarches d’investigation ». Pour renouveler l’interprétation de ce phénomène, nous choisissons de porter notre attention sur les situations didactiques qui médiatisent la relation entre l’enseignant et les élèves et sur les opportunités que ces situations offrent en termes de dynamique de construction des savoirs. Nous exposons deux études de cas, une au primaire (France) et l’autre au secondaire (Suisse romande), analysées à l’aide d’un cadre théorique qui articule une modélisation de l’action didactique considérée comme une action conjointe, d’une part et une approche pragmatiste de la construction des significations dans les discours en classe, d’autre part. Nos résultats tendent à montrer que l’introduction précoce d’éléments de modélisation scientifique, qui acquièrent progressivement une signification au fur et à mesure de leur confrontation avec une succession organisée de phénomènes physiques est susceptible de favoriser une dynamique de construction des savoirs dans laquelle l’enseignant prend en compte et s’appuie sur les significations construites par les élèves pour faire avancer les savoirs. |
| 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 | continuité |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | situation didactique |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | action conjointe |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | modélisation scientifique |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | rapport aux objets |
| 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 | Éducation & 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/revue-education-et-didactique-2023-2-page-49?lang=fr">https://shs.cairn.info/revue-education-et-didactique-2023-2-page-49?lang=fr</a> |
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