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Contextualité d'une ressource sur les séismes à l'école primaire : articulations de différents régimes de description

Abstract : This article approaches the issue of contextuality of resources and the meaning it may have for the different actors of the didactic situation. We do it around the use in aprimary class (grade5) of three excerpts from the TV program called " C’est pas sorcier " about earthquakes produced in 2002. The question that guides our investigation is: what does the student need to take advantage of these educational media objects? (Moeglin, 2005). We suggest, at first, an epistemological reflection on the links between contexts and description. It explains the reasons that lead us to canvass two separate analytical frameworks: the theory of joint action in didactics and the didactic contextualizations. We then produce an a priori analysis of these extracts. We do this by distinguishing several analytical contexts in a communicational perspective. In situanalysis of the use of these resources in the classroom is then presented. It is located in a sequence on volcanoes, earthquakes and plate tectonics. It allows us to focus on a number of context effects that lead us to define four types of contextuality: local, epistemic, fictional and didactic. Finally we examine the didactic and theoretical consequences of this study and the prospects they allow to consider.
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https://halshs.archives-ouvertes.fr/halshs-01255485
Contributor : Jacques Kerneis <>
Submitted on : Tuesday, January 26, 2016 - 10:16:53 PM
Last modification on : Monday, October 12, 2020 - 10:28:30 AM
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Jacques Kerneis, Jérôme Santini. Contextualité d'une ressource sur les séismes à l'école primaire : articulations de différents régimes de description. Contextes et Didactiques, Université des Antilles/ESPE, 2016, Didactiques des sciences en contexte, pp.40-61. ⟨halshs-01255485⟩

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