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Analyse de l'action didactique, de sa continuité et de ses déterminants : cas de l'enseignement de titrage acide-base en classes terminales tunisiennes

Abstract : Our study belongs to the trend of changes in the Tunisian educational system. It also belongs to the stream of teaching practices analysis. It aims at describing and understanding ordinary chemistry teaching practices linked to the teaching of the variation of pH during the titration of the reaction acid base. It also focuses on continuity and discontinuity during knowledge progress. The study is based on the joint action theory in didactics and on descriptors related to knowledge at stake. We have filmed two teachers, one is experienced, and the other is novice. Videos have been transcribed, structured and analysed. We have shown that the observed teachers build knowledge alone, and propose it linearly. Only the experienced teacher deepens them. Moreover, the experienced teacher’s action is characterized by the knowledge continuity while the novice teacher creates in his discourse many discontinuities. Finally, their viewpoint on learning, in the nature of chemistry knowledge, the grade of the class they teach in determines their action. These elements could be used in teacher training.
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Submitted on : Monday, October 29, 2018 - 3:43:06 PM
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  • HAL Id : tel-01907870, version 1

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Ali Nouiri. Analyse de l'action didactique, de sa continuité et de ses déterminants : cas de l'enseignement de titrage acide-base en classes terminales tunisiennes. Education. Université Toulouse le Mirail - Toulouse II, 2016. Français. ⟨NNT : 2016TOU20101⟩. ⟨tel-01907870⟩

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