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L’appropriation de modèles précurseurs par des professeurs pour enseigner les sciences en maternelle. Le cas de la lumière

Abstract : This study focuses on the way kindergarten teachers in France appropriate educational tools to construct a precursor model of light as a distinct entity in opposition to false association of light to the light sources. We use an already conceived precursor model from previous studies and we wish to observe and analyze to what extent teachers can appropriate this model to teach in class. To do so, we formed a group of five volunteer teachers which participate in this study. We proceeded in the following way: we conducted individual interviews with the teachers, after a short training period they constructed a teaching intervention about light which was implemented by one member or the group and we analyzed the teaching intervention with the teacher. The analysis of one part of the collected data, based on Chevallard’s Anthropological Theory of the Didactic, underlines that regarding the preparation of the teaching intervention, teachers’ praxeology is adapted to the precursor model. However, concerning the implementation of the teaching intervention, the progress of this intervention and the classroom management do not seem to go along with the framework of the precursor model of light contained in the praxeological model of reference that we have constructed.
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https://hal.univ-brest.fr/hal-03419701
Contributor : Jean-Marie Boilevin Connect in order to contact the contributor
Submitted on : Monday, November 8, 2021 - 4:20:22 PM
Last modification on : Monday, December 13, 2021 - 12:03:00 PM

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  • HAL Id : hal-03419701, version 1

Citation

Danai Arnantonaki, Jean-Marie Boilevin, Konstantinos Ravanis. L’appropriation de modèles précurseurs par des professeurs pour enseigner les sciences en maternelle. Le cas de la lumière. RDST - Recherches en didactique des sciences et des technologies , 2020, 22, pp.151-176. ⟨hal-03419701⟩

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