The role of Intentional dynamics in the adjustment of the steering’s schema in an inquiry-based science teaching and learning session at primary school
Type de matériel :
TexteLangue : français Détails de publication : 2024.
Sujet(s) : Ressources en ligne : Abrégé : The research presented in this article is based on methods derived from ergonomic approaches to work psychology. Its purpose is to analyse the activity’s organisation of an experienced school teacher in an Inquiry-Based Science Teaching situation. It tests the strength of a theoretical framework articulating the theory of conceptualisation in action to a dynamic model of intentions. Thus, carried by a phenomenological perspective of didactics. It aims to contribute to the effort of understanding the teacher’s activity of conducting learning, in interactive situations between teacher and students. Our results invite us to discuss the different epistemological positions revealed among the different organisation’s scales of this activity.
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The research presented in this article is based on methods derived from ergonomic approaches to work psychology. Its purpose is to analyse the activity’s organisation of an experienced school teacher in an Inquiry-Based Science Teaching situation. It tests the strength of a theoretical framework articulating the theory of conceptualisation in action to a dynamic model of intentions. Thus, carried by a phenomenological perspective of didactics. It aims to contribute to the effort of understanding the teacher’s activity of conducting learning, in interactive situations between teacher and students. Our results invite us to discuss the different epistemological positions revealed among the different organisation’s scales of this activity.
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