Skip to Main content Skip to Navigation
Journal articles

Modeling Conceptualization and Investigating Teaching Effectiveness: A Comparative Case Study of Earthquakes studied in Classroom Practice and in Science

Abstract : Our research addresses the issue of teaching and learning concepts in science education as an empirical question. We study the process of conceptualization by closely examining the unfolding of classroom lesson sequences. We situate our work within the practice turn line of research on epistemic practices in science education. We also adopt a practice turn approach when it comes to the learning of concepts, as we consider conceptualization as being inherent within epistemic practices. In our work, pedagogical practices are modeled as learning games and epistemic practices in science education are characterized as enacted epistemic games emerging through the unfolding of learning games. Science practices are modeled as source epistemic games since they are the source of the knowledge at stake in pedagogical practices. From this point we examine closely how playing learning games can enable students to play enacted epistemic games and then in turn the source epistemic games at the core of conceptual understanding. Thus, the main contribution of this paper is to link pedagogical practices to epistemic practices in science education and to science practices in general. Our method is consistent with this epistemological framework as our case study on the concept of earthquakes in a 5th grade classroom sequence illustrates. Following an investigation of two experienced teachers and their classes during a teaching unit, our analysis shows how teaching effectiveness is determined by a dialectic. This entails on the one hand a didactic continuity between learning games and enacted epistemic games and, on the other, an epistemic continuity between enacted epistemic games and source epistemic games.
Document type :
Journal articles
Complete list of metadata

https://halshs.archives-ouvertes.fr/halshs-01957155
Contributor : Jérôme Santini Connect in order to contact the contributor
Submitted on : Monday, December 17, 2018 - 10:36:52 AM
Last modification on : Monday, October 11, 2021 - 2:22:17 PM

Identifiers

Citation

Jérôme Santini, Tracy Bloor, Gérard Sensevy. Modeling Conceptualization and Investigating Teaching Effectiveness: A Comparative Case Study of Earthquakes studied in Classroom Practice and in Science. Science and Education, Springer Verlag, 2018, ⟨10.1007/s11191-018-0016-6⟩. ⟨halshs-01957155⟩

Share

Metrics

Record views

197