Analyse d’une activité de conception collaborative de ressources pour l’enseignement de la physique et la formation des professeurs : le rôle de théories ou outils spécifiques

Abstract : This work is situated in didactics of science, in a perspective of research-based design of teaching resources. In the first part, we present a specific theory (the theory of the two worlds) and the associated design tools drawn from more general theories on learning and epistemology in the field of physics, as well as from teachers’ experience. This theory and the related tools constitute a theoretical basis for the practical choices involved in designing teaching sequences in physics and chemistry at high school level. In the second part, we analyse the collective activity of an R&D group composed of one researcher and five teachers during a one-hour working session. The theoretical framework used is the theory of activity (Leontiev, 1979). The analysis focuses in particular on the role of the specific theory of two worlds and related tools in the group’s work, and the outcomes in terms of practical decisions about the resulting teaching resources. Our findings show that this theory and the related tools work well for planning activities and learning situations, but they also show their limits when it comes to guiding teachers’ work in the classroom. In the third part, we put forward some ideas for a complementary theory based on the Theory of Joint Action in Didactics that would form the theoretical foundation of the actions suggested to teachers for the design of teaching sequences.
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https://halshs.archives-ouvertes.fr/halshs-01503922
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Laurent Veillard, Andrée Tiberghien, Jacques Vince. Analyse d’une activité de conception collaborative de ressources pour l’enseignement de la physique et la formation des professeurs : le rôle de théories ou outils spécifiques. @ctivités, Association Recherches et Pratiques sur les ACTivités, 2011, 8 (2), pp.202-227. ⟨http://activites.revues.org/2627⟩. ⟨halshs-01503922⟩

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