000			02414cam a2200301 4500500
005			20250112032328.0
041			_afre
042			_adc
100	1	0	_aMarty, Laurence _eauthor
700	1	0	_a Ligozat, Florence _eauthor
700	1	0	_a Venturini, Patrice _eauthor
245	0	0	_aStructuring didactic situations and continuities in the dynamics of constructing knowledge in science
260			_c2023.
500			_a76
520			_aA substantial body of literature in science education and didactics shows that teachers do not manage to take students’ ideas into account, including within teaching practices that aim to promote inquiry-based learning. In order to understand this phenomenon, we choose to focus on the teaching activities and on the opportunities given by these activities in terms of meaning-making processes as shown in the teacher and students’ discourse in science classrooms. Our theoretical framework combines two conceptual systems : the model of teacher’s and students’ joint action in didactics built in the French-speaking research in comparative didactics, and the pragmatist approach to classroom discourse built in the Swedish research in science education. In this framework, the meanings made about certain particular “objects” in the learning environment (“milieu”) is developed through the interactions that students have with these objects, on the basis of their previous experiences (e.g., family, school, outdoors, etc.). We present two case studies, the first one in primary education (France) and the second one in secondary education (Western-Switzerland). Our results show that activities in which scientific models are given to students at the beginning of the unit and then used to explain an organized succession of physical phenomena are likely to induce a meaning-making process in which teacher manages to take into account and use students’ ideas.
690			_ameaning-making
690			_aproperties of matter
690			_ajoint action
690			_ascientific models
690			_acontinuity
690			_ameaning-making
690			_aproperties of matter
690			_ajoint action
690			_ascientific models
690			_acontinuity
786	0		_nEducation & didactique | 17 | 2 | 2023-10-03 | p. 49-70 | 1956-3485
856	4	1	_uhttps://shs.cairn.info/journal-education-et-didactique-2023-2-page-49?lang=en
999			_c159211 _d159211