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Enjeux dans l'appropriation de la démarche d'investigation par des enseignants : Cas de l'enseignement de la résonance électrique en terminale scientifique

Abstract : My doctoral thesis is part of a research project on an approach advocated in scientific teaching: “the inqured-based approach”. In particular, it aims to shed light on how physical science (SP) teachers implement it in the classroom. As a result, we try to study the feasibility of an investigative approach by analysing how teachers organize their activities and the types of professional knowledge mobilised during a practical work on electrical intensity resonance. Our work takes place in the context of the teaching of experimental sciences. Our theoretical approach articulates the didactics of science and professional didactics. We use the concept of pedagogical knowledge related to PCK (Pedagogical Content Knowledge) and content-related pedagogical knowledge as a framework for analysing the knowledge mobilised by teachers. The methodology of our research is based on one main idea, that of analysing the gap between the collective preparation of teaching and classroom practice. Our study is limited to the three stages of the EOI: the presentation of the problem situation, the hypotheses and the experimental investigation. By constructing the schemes as they are described by Vergnaud, we make a typology of the knowledge mobilized by the two teachers during the practice these three stages and we identify those which are common. We highlight a relationship between the type of knowledge involved and the short type of retroactive regulation which allows the teacher to overcome the situations of difficulties experienced by his pupils. Therefore we show the impact of this knowledge on the timed aspect of the EOI. So our work contributes to the formation of a body of knowledge that can possibly feed the work of the didacticians, as well as that of the trainers and the teachers themselves.
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https://tel.archives-ouvertes.fr/tel-03191625
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Submitted on : Wednesday, April 7, 2021 - 12:21:08 PM
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  • HAL Id : tel-03191625, version 1

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Saida Saddouki. Enjeux dans l'appropriation de la démarche d'investigation par des enseignants : Cas de l'enseignement de la résonance électrique en terminale scientifique. Education. Université de Bretagne occidentale - Brest; Université virtuelle de Tunis, 2019. Français. ⟨NNT : 2019BRES0075⟩. ⟨tel-03191625⟩

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