The role of the teacher’s practical epistemology in the mobilization of some self-prescribed standards in the primary science classroom (notice n° 709491)
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|---|---|
| fixed length control field | 01853cam a2200253 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250121215733.0 |
| 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 | The role of the teacher’s practical epistemology in the mobilization of some self-prescribed standards in the primary science classroom |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2024.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 24 |
| 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 | primary 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 | self-prescribed standards |
| 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 | science education |
| 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 | Education & 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/journal-education-didactique-2024-2-page-43?lang=en&redirect-ssocas=7080">https://shs.cairn.info/journal-education-didactique-2024-2-page-43?lang=en&redirect-ssocas=7080</a> |
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