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Analyse praxéologique de l'enseignement de l'épistémologie de la physique : lecas de la notion de modèle

Abstract : This research is a about “Nature of Science” (NOS) teaching. The french high school physics teaching curricula shows ambitious purposes about epistemology of physics, but the teachers have to define the epistemological knowledges to be taught. We would want to describe and understand how do the teachers when they wish to teach those epistemological knowledges. We choose tu use the anthropological theory of didactics (Chevallard) in order to study teaching practices in high school (10th year). We focuse on how “model” is tought during two lessons by two experienced teachers. Even if the curriculum gives rather no room to models and modelling in physics teaching, the two teachers have to teach them in the same way. However, the observed practices and the justifications each teacher gives about are very different : one of them teaches model and modelling explicitely, and the other teaches it implicitely. This study shows that teaching NOS in high school requires specific conditions, in the forefront of which making NOS more explicit. It also highlights the possibility of characterizing NOS teaching only from what is done in the classroom and not only from teachers' déclarations
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https://halshs.archives-ouvertes.fr/halshs-01399841
Contributor : Patrice Venturini <>
Submitted on : Monday, November 21, 2016 - 9:23:55 AM
Last modification on : Monday, September 14, 2020 - 9:46:03 AM
Long-term archiving on: : Monday, March 20, 2017 - 8:09:50 PM

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Lionel Pelissier, Patrice Venturini. Analyse praxéologique de l'enseignement de l'épistémologie de la physique : lecas de la notion de modèle. Éducation & Didactique, Presses Universitaires de Rennes, 2016, 10 (2), pp.63-90. ⟨halshs-01399841⟩

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