000			01948cam a2200289 4500500
005			20250112032218.0
041			_afre
042			_adc
100	1	0	_aChalak, Hanaà _eauthor
700	1	0	_a Briaud, Philippe _eauthor
245	0	0	_aProblematization in a forced sequence on breathing in grade 5: what knowledge is learned by the students?
260			_c2023.
500			_a65
520			_aThe Forced sequences set up in the work on learning by problematization mobilize specific didactic frameworks whose aim is to allow the construction of problematized knowledge. However, research in the sociology of education shows that certain frameworks of activities proposed to students can lead to academic misunderstandings and learning inequalities. The difficulties pointed out by these researchers question our work on learning by problematization and the effect of frames imposed by forced sequences. To what extent could these frames be conducive to misunderstandings? To study it, we analyze four individual interviews of students carried out after a forced sequence on breathing at the end of primary school (10-year-old students) and their individual productions (written or oral) over the course of the sessions in order to relate the knowledge they mobilize and what they say about it after the sequence. The results obtained make it possible to identify misunderstandings concerning the nature of the knowledge to be constructed.
690			_aelementary school
690			_aforced sequence
690			_ascience
690			_aproblematization
690			_aschool misunderstanding
690			_aelementary school
690			_aforced sequence
690			_ascience
690			_aproblematization
690			_aschool misunderstanding
786	0		_nEducation & didactique | 17 | 1 | 2023-05-03 | p. 87-97 | 1956-3485
856	4	1	_uhttps://shs.cairn.info/journal-education-et-didactique-2023-1-page-87?lang=en
999			_c158720 _d158720