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Theses

Continuité de l'expérience d'apprentissage et transposition didactique des savoirs dans l'enseignement de la physique : comparaison internationale dans le cas des propriétés de la matière

Abstract : The aim of this study is to investigate the nature of the relationship between the learning of scientific knowledge at school and the production of knowledge within scientific communities through a bottom-up analysis of several case studies centered on the teaching / learning of the properties of matter in four contexts (primary level and lower secondary level, France and Westerm Switzerland) in which the curricula references are varied. The theoretical framework comes mainly from two paradigms: the joint action in didactics, according to which the teacher and the students each adjust their own line of action by interpreting that of the other and the pragmatist approach, according to which the meaning-making towards particular objects is developed through the interactions students have with these objects, in all institutions where they have a role, whether in family or at school. The pragmatist approach has led us to focus on the way in which the meaning-making towards particular objects evolves, in the light of the targeted knowledge at stake. Analyzes highlight connections between (dis)continuity of this meaning-making evolution as experienced by students and the various manners of teaching implemented in classrooms by the teachers. These manners of teaching can be modeled by structuring principles which derive from didactic, pedagogical, scientific, philosophical and epistemological viewpoints. Under specific conditions, situations in which models are given to students at the beginning of the unit seem to facilitate the continuity of the students' learning experience.
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https://tel.archives-ouvertes.fr/tel-02928977
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  • HAL Id : tel-02928977, version 1

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Laurence Marty. Continuité de l'expérience d'apprentissage et transposition didactique des savoirs dans l'enseignement de la physique : comparaison internationale dans le cas des propriétés de la matière. Education. Université Toulouse le Mirail - Toulouse II; Université de Genève, 2019. Français. ⟨NNT : 2019TOU20018⟩. ⟨tel-02928977⟩

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