000			02044cam a2200253 4500500
005			20250112032322.0
041			_afre
042			_adc
100	1	0	_aBeuve, François-Xavier _eauthor
245	0	0	_aWhat role(s) for the teacher in supporting the problematisation of the learner? A case study in biology
260			_c2022.
500			_a41
520			_aThis contribution focuses on the mediation of learning which, in the Brunerian tradition, corresponds to a supportive posture on the part of the teacher, for example, when the latter points out to the learner the determining characteristics of the proposed situation. Mobilising the conceptual framework of problematisation – where the construction of the problem proves to be central to learning, the research presented here therefore aims to better understand how the teacher can help the learner to problematise, id est to relate references, represented by the data and conditions of the problem, and inferences, represented by the hypotheses of solutions to the problem. In order to put this research question to work, we propose to report on the implementation of a didactic device during a scientific problematisation related to plant reproduction. Through this device, we would like to show the interest of teaching interventions that have allowed a relaunch of the problematisation of the learners, while avoiding giving them an answer that would bypass the obstacle encountered, and thus deprive them of the intellectual work proper to the construction of the problem at stake, or even to the appropriation of its solution.
690			_ainducteur
690			_aproduction langagière
690			_ainteraction didactique
690			_aproblématisation
690			_ainductor
690			_alanguage production
690			_aproblematisation
690			_adidactic interaction
786	0		_nEducation & didactique | 16 | 2 | 2022-07-22 | p. 53-80 | 1956-3485
856	4	1	_uhttps://shs.cairn.info/journal-education-et-didactique-2022-2-page-53?lang=en
999			_c159179 _d159179