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Une étude du système de jeux de savoirs dans la théorie de l'action conjointe en didactique. Le cas de l'usage des modèles concrets en géologie au Cours Moyen.

Abstract : This paper addresses the issues of using concrete models in science education and of the learning of using concrete models in science. It relies on excerpts of a longitudinal study in primary schools (Santini, 2009a). This study investigates three 5th grade and one 4th-5th grade classes videotaped all along their geosciences courses. Being one of the four teachers, the author endorses a posture of teacher-researcher (Sensevy, 1998). Amongst our corpus, we select for each class one excerpt addressing our research questions. Thus, we select episodes putting at stake comparable models of a same object, the earthquake mechanism. We analyse these episodes within the Joint Action Theory in Didactics (JATD; Sensevy & Mercier, 2007; Sensevy, 2011). We develop the notion of epistemic game to account for the uses of concrete models met by the students in the classroom. We also produce claims about the comparative efficiency of the investigated teaching practices. We test these claims by the means of students' productions to a research test. We conclude with the implications of our case study for the teaching-learning of using models and with the advances, both theoretical and methodological, for the JATD.
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https://halshs.archives-ouvertes.fr/halshs-01162412
Contributor : Jérôme Santini Connect in order to contact the contributor
Submitted on : Wednesday, June 10, 2015 - 2:34:29 PM
Last modification on : Monday, October 12, 2020 - 10:28:29 AM

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  • HAL Id : halshs-01162412, version 1

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Jérôme Santini. Une étude du système de jeux de savoirs dans la théorie de l'action conjointe en didactique. Le cas de l'usage des modèles concrets en géologie au Cours Moyen.. Éducation & Didactique, Presses Universitaires de Rennes, 2013, pp.69-94. ⟨halshs-01162412⟩

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