Learning hypotheses and an associated tool to design and to analyse teaching-learning sequences

This contribution presents a tool elaborated from a theoretical framework linking epistemological, learning and didactical hypotheses. This framework lead to design teaching sequences from a socio-constructivist perspective, and is based on the role of models in physics or chemistry, and on the role...

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Bibliographic Details
Published in:International journal of science education 2004-04, Vol.26 (5), p.579-604
Main Authors: Buty, Christian, Tiberghien, Andrée, Le Maréchal, Jean-Francois
Format: Article
Language:English
Subjects:
Chemie
Education
Educational research
Epistemologie
Grundwissen
Konstruktivistischer Ansatz
Learning
Lehr-Lern-Prozess
Leitfähigkeit
Modell
Optik
Physik
Science
Teaching
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Summary:This contribution presents a tool elaborated from a theoretical framework linking epistemological, learning and didactical hypotheses. This framework lead to design teaching sequences from a socio-constructivist perspective, and is based on the role of models in physics or chemistry, and on the role of students? initial knowledge in learning processes. This tool, formated as a 'grid', is applied to one example in physics (optics, grade 11), and to one example in chemistry (conductivity, grade 11). Both these examples are taken from the important activity our team has developed from several years, in collaboration with upper secondary school science teachers, in order to design teaching sequences and experiment them in real classrooms.
ISSN:0950-0693
1464-5289
DOI:10.1080/09500690310001614735