L’ANALYSE DIDACTIQUE À L’ENSEIGNEMENT SCIENTIFIQUE : DESCRIPTIONS ET PERSPECTIVES / DIDACTIC ANALYSIS IN SCIENCE TEACHING: DESCRIPTIONS AND PERSPECTIVES
Abstract
Dans cet article, nous essayons de présenter la nécessité de l'analyse didactique en tant que processus de développement des activités d'enseignement. Après avoir défini les limites générales de ce concept-cadre, nous tentons de développer une argumentation en faveur de la nécessité de ce type d'analyse. Deux exemples typiques d'analyse sur les questions d'enseignement et d'apprentissage de la physique sont également donnés et les questions et perspectives ouvertes sont discutées.
In this article, we attempt to present the need for didactic analysis as a process for developing teaching activities. After defining the general limits of this framework concept, we attempt to develop an argument in favour of the need for this type of analysis. Two typical examples of analysis on physics teaching and learning issues are also given and open questions and perspectives are discussed.
Article visualizations:
Keywords
Full Text:
PDFReferences
Abdelli, A., Ben Jemaa, A., Guettari, M., & Kerkeni Boulabiar, A. (2023). Étude de pratiques ordinaires : le cas de l’enseignement de l’acoustique à l’université. Mediterranean Journal of Education, 3(2), 290-297. https://doi.org/10.26220/mje.4641
Arun, Z. (2017). Formation des enseignants et recherche en didactique des sciences. European Journal of Education Studies, 3(9), 206-216. https://doi.org/10.5281/zenodo.852542
Arun, Z. (2018). Questions sur la formation initiale des enseignants en didactique des sciences : une vision alternative. European Journal of Alternative Education Studies, 3(1), 44-53. https://doi.org/10.5281/zenodo.1185434
Arun, Z. (2019). Le passage des sciences physiques et naturelles à leur didactique : réflexions sur un cadre pour la formation des enseignants. European Journal of Education Studies, 6(2), 50-60. https://doi.org/10.5281/zenodo.2669525
Castro, D. (2013). Light mental representations of 11-12 year old students. Journal of Social Science Research, 2(1), 35-39. http://dx.doi.org/10.24297/jssr.v1i1.3055
Castro, D. (2018). L’apprentissage de la propagation rectiligne de la lumière par les élèves de 10-11 ans. La comparaison de deux modèles d’enseignement. European Journal of Education Studies, 4(5), 1-10. http://dx.doi.org/10.5281/zenodo.1220417
Castro, D. (2019). Approches didactiques à l’école maternelle : la numérique et la traditionnelle au cas de la lumière. European Journal of Open Education and E-learning Studies, 4(1), 113-123. https://doi.org/10.5281/zenodo.3475551
Chauvel, C., & Michel, V. (1990). Les sciences dès la maternelle. Paris : Retz.
Flewitt, R. (2020). The competent child: valuing all young children as knowledgeable commentators on their own lives. Review of Science, Mathematics and ICT Education, 14(2), 9-24. https://doi.org/10.26220/rev.3369
Franse, R. (2008). Science is Primary. Onderzoeken en ontwerpen in groep 1 en 2. Nationaal Centrum voor Wetenschap en Technologie: Hands-on, Brains-on. Te verkrijgen via R. F ranse, science center NEMO.
Grigorovitch, A. (2014). Children’s misconceptions and conceptual change in Physics Education: the concept of light. Journal of Advances in Natural Sciences, 1(1), 34-39. http://dx.doi.org/10.24297/jns.v1i1.5037
Grigorovitch, A. (2015). La formation des ombres : représentations mentales des élèves de 7-9 ans. Educational Journal of the University of Patras UNESCO Chair, 2(2), 102-109. https://doi.org/10.26220/une.3298
Grigorovitch, A. (2018). Enseignement des sciences par projet et didactique : éléments théoriques pour une coordination. European Journal of Education Studies, 4(1), 174-183. https://doi.org/10.5281/zenodo.1158759
Halimi, L. (1982) Découvrons et expérimentons. Paris: Nathan. Retrieved from https://books.google.ro/books/about/D%C3%A9couvrons_et_exp%C3%A9rimentons.html?id=PgJjPQAACAAJ&redir_esc=y
Harlan, J. (1976). Science experiences for the early childhood years. Columbus Ohio: Charles E. Merrill Publishing Co. Retrieved from https://www.abebooks.com/9780023501708/Science-Experiences-Early-Childhood-Years-0023501707/plp
Hibon, M. (1996). La Physique est un jeu d’enfant. Paris : A.Colin.
Hildebrand, V. (1981). Introduction to Early Childhood Education. New York : Macmillan Publishing Co. Retrieved from https://books.google.ro/books/about/Introduction_to_Early_Childhood_Educatio.html?id=x26basp9OIAC&redir_esc=y
Hoang, V. (2019). L’enseignement de la physique à partir des représentations : un projet collaboratif. European Journal of Education Studies, 6(9), 306-315. https://doi.org/10.5281/zenodo.3595417
Hoang, V. (2022). Recherche et développement d'activités scientifiques pour la petite enfance. European Journal of Alternative Education Studies, 7(1), 114-123. http://dx.doi.org/10.46827/ejae.v7i1.4299
Impedovo, M. A., Delserieys-Pedregosa, A., Jégou, C. & Ravanis, K. (2017). Shadow formation at preschool from a socio-materiality perspective. Research in Science Education, 47(3), 579-601. Retrieved from https://link.springer.com/article/10.1007/s11165-016-9518-x
Kaliampos, G., & Ravanis, K. (2019). Thermal conduction in metals: mental representations in 5-6 years old children’s thinking. Jurnal Ilmiah Pendidikan Fisika ‘Al-BiRuNi’, 8(1), 1-9. Retrieved from https://hal.science/hal-02568333v1/document
Kampeza, M., & Ravanis, K. (2012). Children’s understanding of the earth’s shape: an instructional approach in early education. Skholê, 17, 115-120. Retrieved from https://www.researchgate.net/publication/236256493_Kampeza_M_Ravanis_K_2012_Children's_understanding_of_the_earth's_shape_an_instructional_approach_in_early_education_Skhole_17_115-120
Kokologiannaki, V., & Ravanis, K. (2013). Greek sixth graders mental representations of the mechanism of vision. New Educational Review, 33(3), 167-184. Retrieved from https://czasopisma.marszalek.com.pl/images/pliki/tner/201303/tner3314.pdf
Kumar, S. & Nertivich, D. (2019). Science in society awareness among Indian and Russian students: emotional aspects. European Journal of Social Sciences Studies, 4(2), 1-14. Retrieved from https://doi.org/10.5281/zenodo.2586864
Mabejane, M. R. (2015). Science teacher training within the education system in Lesotho and the realities on the ground. Educational Journal of the University of Patras UNESCO Chair, 2(2), 70-83. https://doi.org/10.26220/une.2245
Mabejane, M. R. (2016). Physical Sciences student teachers training: theoretical and practical aspects. Educational Journal of the University of Patras UNESCO Chair, 3(1), 123-134.
Nertivich, D. (2018). Concepts thermiques de base chez les élèves de 17 ans. European Journal of Education Studies, 4(2), 145-154. https://doi.org/10.5281/zenodo.1173163
Petrovici, C. (2008). Résultats d’une enquête sur les compétences et les rôles essentiels des instituteurs. Review of Science, Mathematics and ICT Education, 2(1/2), 97-109. https://doi.org/10.26220/rev.115
Piscitelli, B., McArdle, F., & Weier, K. (1999). Beyond “look and learn”: Investigating, implementing and evaluating interactive learning strategies for young children in museums. Final Report, QUT-Industry Research Project. Brisbane, Australia: Centre for Applied Studies in Early Childhood, Queensland University of Technology.
Ravanis, K. (1998). Procédures didactiques de déstabilisation des représentations spontanées des élèves de 5 et 10 ans. Le cas de la formation des ombres. In A. Dumas Carré & A. Weil-Barais (Éds), Tutelle et médiation dans l´éducation scientifique (pp. 105-121). Berne: P. Lang.
Ravanis, K. (2013). Mental representations and obstacles in 10–11-year-old children’s thought concerning the melting and coagulation of solid substances in everyday life. Preschool and Primary Education, 1(1), 130-137. Retrieved from https://ejournals.epublishing.ekt.gr/index.php/education/article/view/1814/1797
Ravanis, K. (2020). Precursor models of the Physical Sciences in Early Childhood Education students’ thinking. Science Education Research and Praxis, 76, 24-31. Retrieved from https://www.researchgate.net/publication/345693326_Ravanis_K_2020_Precursor_models_of_the_Physical_Sciences_in_Early_Childhood_Education_students'_thinking_Science_Education_Research_and_Praxis_76_24-31
Ravanis, K. (2021). The Physical Sciences in Early Childhood Education: theoretical frameworks, strategies and activities. Journal of Physics: Conference Series, 1796, 012092. Retrieved from https://iopscience.iop.org/article/10.1088/1742-6596/1796/1/012092/meta
Ravanis, K. (2022). Research trends and development perspectives in Early Childhood Science Education: an overview. Education Sciences, 12(7), 456. https://doi.org/10.3390/educsci12070456
Ravanis, K., & Boilevin, J.-M. (2022). What use is a Precursor Model in early Science teaching and learning? Didactic perspectives. In J.-M. Boilevin, A. Delserieys & K. Ravanis (Eds.), Precursor Models for teaching and learning Science during early childhood (pp. 33-49). Springer. Retrieved from https://link.springer.com/book/10.1007/978-3-031-08158-3
Ravanis, K., Kaliampos, G., & Pantidos, P. (2021). Preschool children science mental representations: the sound in space. Education Sciences, 11(5), 242. https://doi.org/10.3390/educsci11050242
Ravanis, K. Charalampopoulou, C. Boilevin, J.-M., & Bagakis, G. (2005). La construction de la formation des ombres chez la pensée des enfants de 5-6 ans: procédures didactiques sociocognitives. Revue de Recherches en Éducation: Spirale, 36, 87-98. Retrieved from https://www.persee.fr/doc/spira_0994-3722_2005_num_36_1_1327
Rodriguez, D. (2019). Interactions didactiques en sciences physiques. Une stratégie pour l’enfant d’âge préscolaire. European Journal of Alternative Education Studies, 4(2), 89-102. https://doi.org/10.5281/zenodo.3518017
Rodriguez, J., & Castro, D. (2016). Changing 8-9 year-old pupil’s mental representations of light: a metaphor based teaching approach. Asian Education Studies, 1(1), 40-46. Retrieved from https://hal.science/hal-02488588/document
Rodriguez, J., & Castro, D. (2020). Quality improvement in teaching and learning science in primary school settings: using a metaphor to approach the concept of light. Jurnal Ilmiah Pendidikan Fisika Al-BiRuNi, 9(2), 185-194. Retrieved from https://www.semanticscholar.org/paper/Quality-Improvement-in-Teaching-and-Learning-in-a-Rodr%C3%ADguez-Castro/5fcab4512e91fb471271a32e38498f05b1db64b1
Sotirova, E.-M. (2017). L’apprentissage en sciences expérimentales : la recherche et l’enseignement. European Journal of Education Studies, 3(12), 188-198. https://doi.org/10.5281/zenodo.1117928
Sotirova, E.-M. (2020). Réflexions sur les objectifs de l’éducation scientifique. European Journal of Education Studies, 7(2), 172-180. https://doi.org/10.5281/zenodo.3726312
Susilawati, Kaniawati, I., Ramalis, T.R., Rusdiana, D., & Masturi (2024). Visual-digital literacy in οpen-ended inquiry based Astronomy observation labs and heaven view. Pegem Journal of Education and Instruction, 14(3), 160-169. https://doi.org/10.47750/pegegog.14.03.15%20
Tin, P. S. (2018). Élaboration expérimentale des représentions mentales des élèves de 16 ans sur les concepts thermiques. European Journal of Education Studies, 4(7), 141-150. https://doi.org/10.5281/zenodo.1252546
Tin, P. S. (2019). Un cadre méthodologique pour la démarche d’investigation : l’exemple du changement d’état de l’eau à l’âge de 8 ans. European Journal of Education Studies, 6(4), 1-12. https://doi.org/10.5281/zenodo.3255125
Tin, P. S. (2022). Représentations mentales et obstacles dans la pensée des enfants de 6 et 11 ans sur la fusion de la glace. European Journal of Education Studies, 9(3), 130-139. http://dx.doi.org/10.46827/ejes.v9i3.4209
Tin, P. S. (2024). La chaleur et la température dans la pensée des élèves de 16 ans. European Journal of Education Studies, 11(6), 1-12. http://dx.doi.org/10.46827/ejes.v11i6.5322
Voutsinos, C. (2013). Teaching Optics: light sources and shadows. Journal of Advances in Physics, 2(2), 134-138. Retrieved from https://www.researchgate.net/profile/Charilaos-Voutsinos-2/publication/271702047_Teaching_Optics_Light_Sources_and_Shadows/links/54cf89d60cf24601c093c811/Teaching-Optics-Light-Sources-and-Shadows.pdf
Zacharos, K., Antonopoulos, K., & Ravanis, K. (2011). Activities in mathematics education and teaching interactions. The construction of the measurement of capacity in preschoolers. European Early Childhood Education Research Journal, 19(4), 451-468. https://doi.org/10.1080/1350293X.2011.623520
DOI: http://dx.doi.org/10.46827/ejae.v9i2.5547
Refbacks
- There are currently no refbacks.
Copyright © 2015 - 2023. European Journal of Alternative Education Studies (ISSN 2501-5915) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.
All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
