000			01860cam a2200205 4500500
005			20250112032318.0
041			_afre
042			_adc
100	1	0	_aVenturini, Patrice _eauthor
700	1	0	_a Tiberghien, Andrée _eauthor
245	0	0	_aAnalysis and formalization of the sustainable dimension of the didactic contract
260			_c2019.
500			_a12
520			_aThis paper develops both a method for analyzing the didactic contract involving different timescales and the description of the contract associated with physics teaching in the tenth grade. In our analyses we use the joint action theory in didactics and its usual concepts (contract, milieu, transaction, and game), and we chose to associate the concept of the didactic game with the mesoscopic scale (10 to 30 minutes). A viewpoint adapted from linguistics completes our theoretical framework at the microscopic level of several seconds, based on the concept of the “act.” An intermediary scale (1 to 5 minutes) bridges the microscopic and mesoscopic levels. We developed analyses at each timescale; they show regularities in teacher-student joint action, which we interpret according to the context given by the higher timescales. These regularities enabled us to formulate rules at different timescales, formalizing the reciprocal expectations of the teacher and the students, that is to say, belonging to the didactic contract. These analyses lead us to establish two more timescales (60–90 minutes; 120–180 minutes), whose relevance for other kinds of teaching sequences remains to be seen.
690			_amethodology
690			_aphysics education
690			_adidactic contract
786	0		_nEducation & didactique | 12 | 3 | 2019-04-08 | p. 65-106 | 1956-3485
856	4	1	_uhttps://shs.cairn.info/journal-education-et-didactique-2018-3-page-65?lang=en
999			_c159147 _d159147