Le rôle de l’épistémologie pratique du professeur dans la mobilisation de certaines normes auto prescrites, en classe de sciences au premier degré (notice n° 239494)
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| fixed length control field | 03110cam a2200337 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112064832.0 |
| 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 | Marlot, Corinne |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Le rôle de l’épistémologie pratique du professeur dans la mobilisation de certaines normes auto prescrites, en classe de sciences au premier degré |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2024.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 99 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Cette contribution vise à l’enrichissement de la notion d’épistémologie pratique dans le cadre de la TACD (Théorie de l’action conjointe en didactique). Elle tente de comprendre les déterminations de l’action conjointe dans la mise en œuvre de la démarche scientifique en classe, en étudiant la relation entre les normes autoprescrites (NAP) et l’épistémologie pratique (EP) des enseignants. Pour cela, elle met à l’épreuve, à travers deux études de cas contrastées, l’une en France et l’autre en Suisse romande, une méthodologie originale propre à saisir la relation NAP/EP dans le continuum d’action enseignante et, in fine, à modéliser grâce au profil NAP/EP ainsi établi, le rapport des enseignants à la Démarche scientifique à l’école (DSE). La comparaison des profils chez ces deux professeurs a permis de mieux comprendre et expliquer les déterminations de ce rapport spécifique à la DSE et son impact sur la nature des apprentissages scientifiques des élèves. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This contribution aims at enriching the notion of practical epistemology in the framework of TACD. It attempts to understand the determinations of joint action in the implementation of the inquiry-based science education in the classroom, by studying the relationship between self-prescribed norms and the practical epistemology of teachers. To do this, it tested, through two contrasting case studies, one in France and the other one in Switzerland, an original methodology capable of capturing the NAP/EP relationship in the continuum of teaching action and, in fine, of modelling, thanks to the NAP/EP profile thus established, the teachers’ relationship to the inquiry-based science education. The comparison of the profiles of these two teachers made it possible to better understand and explain the determinations of this specific relationship to this scientific approach and its impact on the nature of the students’ scientific learning. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | didactique des sciences |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | démarche scientifique |
| 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 | premier degré |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | épistémologie pratique |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | normes auto-prescrites |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | self-prescribed standards |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | science education |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | inquiry-based science education |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | primary education |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | practical epistemology |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | joint action |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Boivin-Delpieu, Géraldine |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Küll, Claudia |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Éducation & didactique | 18 | 2 | 2024-07-05 | p. 43-67 | 1956-3485 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-education-et-didactique-2024-2-page-43?lang=fr">https://shs.cairn.info/revue-education-et-didactique-2024-2-page-43?lang=fr</a> |
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