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Débat scientifique dans une classe de 3ème : La participation langagière des élèves pour l’élaboration des savoirs. Cas de la gravitation universelle

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Débat scientifique dans une classe de 3ème : La participation langagière des élèves pour l’élaboration des savoirs. Cas de la gravitation universelle (EN)
GUETTARI, MOEZ
BITRI, YOSRA
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
2023-08-31
Our work falls within the scope of research into the didactics of the physical sciences, and consists of the development of a filmed teaching sequence, integrating a classroom debate situation in a laboratry with third-year secondary school students in the context of teaching universal gravitation. Using video recordings and a cognitive didactics approach, our study aims to characterize the forms of interaction implemented in language productions enabling students to problematize and present reasoning likely to construct knowledge. This analysis has led us to better define the way in which gravitation theory is presented, while taking into account the learning problems encountered by the teacher during interactions with and between students on the subject, and highlighting the important role of language interactions as a socio-cognitive tool. It will also suggest ways of helping students to adopt a critical approach that breaks with their naïve conceptions.conceptions. (EN)
Scientific debate, problematization, learning, knowledge, language activity, interaction (EN)
Mediterranean Journal of Education
English
Array (EN)
2732-6489
Mediterranean Journal of Education; Vol. 3, N. 2 (2023) - Colloque SIEST Méditerranée 8, Tunisia; 87-96 (EL)
Mediterranean Journal of Education; Vol. 3, N. 2 (2023) - Colloque SIEST Méditerranée 8, Tunisia; 87-96 (EN)
Copyright (c) 2023 Mediterranean Journal of Education (EL)
University of Patras
Pasithee - e-publishing platform/service for Open Access journals
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