European Research in Mathematics Education II 420 A MODEL FOR EXAMINING TEACHERS'DIDACTIC AC... more European Research in Mathematics Education II 420 A MODEL FOR EXAMINING TEACHERS'DIDACTIC ACTION IN MATHEMATICS, THE CASE OF THE GAME RACE TO 20 1 Gérard Sensevy 1, Alain Mercier 2, Maria-Luisa Schubauer-Leoni 3 1 IUFM de ...
Dans cet article, nous étudions des pratiques d'enseignement en Adaptation et Intégration sc... more Dans cet article, nous étudions des pratiques d'enseignement en Adaptation et Intégration scolaire (AIS). Nous montrons comment certaines déterminations semblent peser sur cet enseignement, et amener des enseignants à proposer, dans le travail en petit groupe, ...
Nous avons tente de reflechir au probleme de la formation d'enseignants experimentes (maitres... more Nous avons tente de reflechir au probleme de la formation d'enseignants experimentes (maitres-formateurs de l'ecole primaire francaise). Nous avons aborde ce theme de maniere indirecte, en considerant qu'une telle formation suppose, peut-etre plus que toute autre, un effort de mise en comparaison des epistemologies des chercheurs et des professeurs sujets de leurs recherches. Le but de cet article est donc la confrontation de logiques particulieres qui sous-tendent respectivement l'action de professeurs et de chercheurs.
Reflexion sur l'importance croissante de l'orientation comparativiste dans l'action e... more Reflexion sur l'importance croissante de l'orientation comparativiste dans l'action et la recherche en didactique. Presentant ce numero special de la Revue Francaise de Pedagogie, l'auteur parcourt rapidement les themes abordes, precisant la distinction entre le caractere specifique et le caractere generique de la didactique, definissant les approches et enjeux methodologiques de la didactique et les objets d'etude pour la didactique comparee et insistant sur la pertinence du comparativisme en tant qu'outil de la prise de conscience de la dimension anthropologique du didactique.
International audienceModels and modeling are a major issue in science studies and in science edu... more International audienceModels and modeling are a major issue in science studies and in science education. In addressing such an issue, we first propose an epistemological discussion based on the works of Cartwright (1983, 1999), Fleck (1935/1979), and Hacking (1983). This leads us to emphasize the transitions between the abstract and the concrete in the modeling process, by using the notions of nomogical machine (Cartwright, 1999), language game (Wittgenstein, 1953/1997), and thought style (Fleck, 1935/1979). Then, in the light of our epistemological approach, we study four cases coming from the implementations of research-based design activities (SESAMES, 2007). These four case studies illustrate how students are engaged in constructing relations between the abstract and the concrete through modeling activities, by elaborating at the same time specific language games and appropriate thought styles. Finally, we draw some implications for science teaching. It is suggested that considering didactic nomological machines as embedding knowledge on the one hand, and classes as thought collectives, on the other hand, may relevantly contribute to science education and science education research
Earth Sciences describe geological phenomena by the means of investigating earth events. We study... more Earth Sciences describe geological phenomena by the means of investigating earth events. We study this process for the creation of the modern conceptualization of earthquakes by analyzing historical primary sources. We compare with the analysis of 5th grade classroom sequences in order to characterize what students might learn of the elaboration of the seismic phenomenon in situation, and how they can manage it. To do so, we work in the framework of the joint action theory in didactics (JATD). Within JATD, we conduct our analyses of both primary sources and classroom sequences following an action perspective on knowledge. We account for them by characterizing different knowledge games. Our conclusion deals with the comparison of epistemic games crystallized within primary sources and epistemic games enacted from the unfolding of learning games in the classroom.
Ce chapitre se situe dans le cadre de la theorie de l'action conjointe en didactique (Sensevy... more Ce chapitre se situe dans le cadre de la theorie de l'action conjointe en didactique (Sensevy et Mercier, 2007). Au sein de cette theorie, le travail du professeur et des eleves peut se concevoir sous la description de deux moments articules : l'activite didactique in situ, au sein de laquelle le professeur fait jouer le jeu didactique ; la preparation de cette activite, lorsque le professeur construit le jeu qu'il va mettre en œuvre. Dans une telle perspective, ce chapitre est consacre a la comprehension du systeme de ressources qui donne forme aux intentions professorales, et qui constitue donc le trait d'union entre la construction du jeu et le jeu effectif que le professeur institue. Nous decrivons tout d'abord un cadre general de comprehension des intentions et de la maniere dont celles-ci sont puisees dans le milieu des ressources, en nous appuyant en particulier sur le travail de Baxandall (1991). Nous specifions ce cadre aux transactions didactiques en de...
European Research in Mathematics Education II 420 A MODEL FOR EXAMINING TEACHERS'DIDACTIC AC... more European Research in Mathematics Education II 420 A MODEL FOR EXAMINING TEACHERS'DIDACTIC ACTION IN MATHEMATICS, THE CASE OF THE GAME RACE TO 20 1 Gérard Sensevy 1, Alain Mercier 2, Maria-Luisa Schubauer-Leoni 3 1 IUFM de ...
Dans cet article, nous étudions des pratiques d'enseignement en Adaptation et Intégration sc... more Dans cet article, nous étudions des pratiques d'enseignement en Adaptation et Intégration scolaire (AIS). Nous montrons comment certaines déterminations semblent peser sur cet enseignement, et amener des enseignants à proposer, dans le travail en petit groupe, ...
Nous avons tente de reflechir au probleme de la formation d'enseignants experimentes (maitres... more Nous avons tente de reflechir au probleme de la formation d'enseignants experimentes (maitres-formateurs de l'ecole primaire francaise). Nous avons aborde ce theme de maniere indirecte, en considerant qu'une telle formation suppose, peut-etre plus que toute autre, un effort de mise en comparaison des epistemologies des chercheurs et des professeurs sujets de leurs recherches. Le but de cet article est donc la confrontation de logiques particulieres qui sous-tendent respectivement l'action de professeurs et de chercheurs.
Reflexion sur l'importance croissante de l'orientation comparativiste dans l'action e... more Reflexion sur l'importance croissante de l'orientation comparativiste dans l'action et la recherche en didactique. Presentant ce numero special de la Revue Francaise de Pedagogie, l'auteur parcourt rapidement les themes abordes, precisant la distinction entre le caractere specifique et le caractere generique de la didactique, definissant les approches et enjeux methodologiques de la didactique et les objets d'etude pour la didactique comparee et insistant sur la pertinence du comparativisme en tant qu'outil de la prise de conscience de la dimension anthropologique du didactique.
International audienceModels and modeling are a major issue in science studies and in science edu... more International audienceModels and modeling are a major issue in science studies and in science education. In addressing such an issue, we first propose an epistemological discussion based on the works of Cartwright (1983, 1999), Fleck (1935/1979), and Hacking (1983). This leads us to emphasize the transitions between the abstract and the concrete in the modeling process, by using the notions of nomogical machine (Cartwright, 1999), language game (Wittgenstein, 1953/1997), and thought style (Fleck, 1935/1979). Then, in the light of our epistemological approach, we study four cases coming from the implementations of research-based design activities (SESAMES, 2007). These four case studies illustrate how students are engaged in constructing relations between the abstract and the concrete through modeling activities, by elaborating at the same time specific language games and appropriate thought styles. Finally, we draw some implications for science teaching. It is suggested that considering didactic nomological machines as embedding knowledge on the one hand, and classes as thought collectives, on the other hand, may relevantly contribute to science education and science education research
Earth Sciences describe geological phenomena by the means of investigating earth events. We study... more Earth Sciences describe geological phenomena by the means of investigating earth events. We study this process for the creation of the modern conceptualization of earthquakes by analyzing historical primary sources. We compare with the analysis of 5th grade classroom sequences in order to characterize what students might learn of the elaboration of the seismic phenomenon in situation, and how they can manage it. To do so, we work in the framework of the joint action theory in didactics (JATD). Within JATD, we conduct our analyses of both primary sources and classroom sequences following an action perspective on knowledge. We account for them by characterizing different knowledge games. Our conclusion deals with the comparison of epistemic games crystallized within primary sources and epistemic games enacted from the unfolding of learning games in the classroom.
Ce chapitre se situe dans le cadre de la theorie de l'action conjointe en didactique (Sensevy... more Ce chapitre se situe dans le cadre de la theorie de l'action conjointe en didactique (Sensevy et Mercier, 2007). Au sein de cette theorie, le travail du professeur et des eleves peut se concevoir sous la description de deux moments articules : l'activite didactique in situ, au sein de laquelle le professeur fait jouer le jeu didactique ; la preparation de cette activite, lorsque le professeur construit le jeu qu'il va mettre en œuvre. Dans une telle perspective, ce chapitre est consacre a la comprehension du systeme de ressources qui donne forme aux intentions professorales, et qui constitue donc le trait d'union entre la construction du jeu et le jeu effectif que le professeur institue. Nous decrivons tout d'abord un cadre general de comprehension des intentions et de la maniere dont celles-ci sont puisees dans le milieu des ressources, en nous appuyant en particulier sur le travail de Baxandall (1991). Nous specifions ce cadre aux transactions didactiques en de...
I analyze the interplay of theories within a study on computer-based mathematics teaching. I will... more I analyze the interplay of theories within a study on computer-based mathematics teaching. I will address divergences in their conceptualization of the empirical realities, influences on the interpretation of data, characteristics of my linking strategies, and issues of compatibility.
2019 ESERA Conference - The beauty and pleasure of understanding: engaging with contemporary challenges through science education, Aug 26, 2019
This paper addresses the issue of the teaching and learning of phenomena that are impossible to g... more This paper addresses the issue of the teaching and learning of phenomena that are impossible to get into classrooms, such as that of earthquakes. Over a period of 3 years, we studied the teaching sequences of a 5th grade teacher on the subject of earthquakes. During the 2nd and 3rd year of this period, a member of the research team cooperated with the teacher in a cooperative engineering teaching sequence. In this case study, we have analyzed the changes in the sequence between the 1st and 3rd year. We situate our work within the Joint Action Theory in Didactics (JATD). The JATD posits that 1) the teaching-learning process is a joint action between teachers and students about the knowledge at stake and 2) that knowledge is inherent in cultural practices. Our methodology relies on a clinical approach using video. Our case study has produced scientific results for science education research and has also become a resource for science teaching. From a science teaching viewpoint, the simulation we devised is a new resource for teaching. From a science education research viewpoint, this new simulation has a kind of “epistemic kinship” with the basic simulations that were used in the seminal works in seismology. We have concluded that this new simulation contributes to students being confronted with a genuine aspect of seismology and that this was made possible thanks to the cooperative engineering approach.
Uploads
Books
Papers