Enseigner l’énergie en physique à partir de la question sociale du défi énergétique

Résumé : Currently in France, there is an evolution of the teaching theme of energy that takes greater account of society debates. This affects the disciplinary knowledge and situations involved in teaching, and raises questions about how theorizing the design of resources. The design theory developed in the case of disciplinary teaching, around the triangle Knowing-Teaching-Learning, must be adapted. The social background of the theme led us to consider non-disciplinary knowledge, to transpose the general issues into more specific questions then into situations to be studied. The article presents theoretical design tools for the “energy challenge”. The analysis of the theme allows us to offer a teaching sequence aimed at reconciling society issues and learning.
Type de document :
Article dans une revue
Review of science, mathematics and ICT education, Laboratory of Didactics of Sciences, Mathematics and ICT, Department of Educational Sciences and Early Childhood Education - University of Patras., 2012, 6 (1), pp.89-124
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https://halshs.archives-ouvertes.fr/halshs-01281705
Contributeur : Andree Tiberghien <>
Soumis le : mercredi 2 mars 2016 - 16:02:21
Dernière modification le : lundi 11 février 2019 - 11:10:03

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  • HAL Id : halshs-01281705, version 1

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Jacques Vince, Andrée Tiberghien. Enseigner l’énergie en physique à partir de la question sociale du défi énergétique. Review of science, mathematics and ICT education, Laboratory of Didactics of Sciences, Mathematics and ICT, Department of Educational Sciences and Early Childhood Education - University of Patras., 2012, 6 (1), pp.89-124. 〈halshs-01281705〉

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