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Article dans une revue International Journal of Science Education Année : 2010

Discursive reconstruction of the scientific story in a teaching sequence

Résumé

Teaching and learning are time-dependant processes. It can be hypothesised that the content coherence during a teaching sequence is an important factor of learning. In this perspective, it is of great interest to follow the occurrences of a notion and the development of its meanings in the classroom discourse, all along the various sessions of a sequence. The purpose of this article is to propose a methodology for reconstructing the story of a particular notion, from the video recording of the interactions between a teacher and students, with the use of a software dedicated to qualitative analysis. The case study which is the basis of this work involves two classes in Lebanon, at Grade 7, during a teaching sequence about electricity. The study also shows the respective contributions of the teacher and students to the discourse and knowledge progression in the sequence.

Domaines

Education
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Dates et versions

halshs-00531570, version 1 (03-11-2010)

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Citer

Zeynab Badreddine, Christian Buty. Discursive reconstruction of the scientific story in a teaching sequence. International Journal of Science Education, 2010, 33 (6), pp.773-795. ⟨10.1080/09500693.2010.496475⟩. ⟨halshs-00531570⟩
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Dernière date de mise à jour le 28/04/2024
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