Didactiques et/ou didactique. Poursuivre le travail        de problématisation

Ligozat, Florence; Coquidé, Maryline; Marlot, Corinne; Verscheure, Ingrid; Sensevy, Gérard

doi:10.4000/educationdidactique.1907

Cited by 14 publications

(7 citation statements)

References 10 publications

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“…Furthermore, in those countries where only disciplinary didactics exist, a "generalist" tendency emerges to create common spaces for reflection and, in some cases, more unified and convergent frameworks. On the basis of these considerations, from our point of view, it is therefore possible to envisage three directions of research collaboration in the field of disciplinary didactics and between these and general didactics: collaboration in taking responsibility for the content in the understanding of didactic facts; collaboration in identifying the general/specific conditions of didactic facts; collaboration in the work of conceptual reconstruction and modeling of theoretical and practical devices that advance in a critical-normative sense and in an empirical-explicative sense the research on knowledge teaching and learning [13][14][15][16][17].…”

Section: Theoretical Framework From General Didactics Perspectivementioning

confidence: 99%

Prospective Teachers’ Representations on the Concept of Force

et al. 2021

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We present a study on teacher education and, in particular, on Physics. Our assumption is that General Didactics and Disciplinary Didactic constitute two fundamental components of teachers’ professional development and therefore both must be used to interpret didactic phenomena adequately. This research involves a sample of 274 prospective teachers, enrolled in the Primary Education Sciences degrees in three Italian Universities (Milano Bicocca, Udine, Urbino,). It concerns the study of the spontaneous representations produced by students to foster understanding of the force concept and on the reasons given to motivate their effectiveness on an educational level and disciplinary one. The research tools and methods were developed by crossing the literature of General Didactics and Physics Education, identifying analytical categories that emerge from two different and complementary perspectives. In the broad spectrum of students’ conceptions, given by this double perspective, some aspects stand out: most of the representations do not include the representation of the forces at play, but rather imply a precise didactic approach inherent to the concept of force. This is confirmed by the analysis of the didactic and disciplinary motivations, in which a frequent identification of the two types of motivations emerges.

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Section: Theoretical Framework From General Didactics Perspectivementioning

confidence: 99%

Prospective Teachers’ Representations on the Concept of Force

et al. 2021

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“…Elles commencent à s'intéresser à ce que font les enseignants réels plutôt qu'à ce qu'ils doivent (ou ne doivent pas) faire. C'est d'ailleurs concomitant avec les premières démarches comparatistes entre les diverses didactiques (Ligozat et al, 2014). Ce comparatisme en développement est partiellement lié à la multiplication des didactiques qui, au cours des années quatre-vingt-dix deviennent la culture professionnelle dominante des IUFM, subissant d'ailleurs à l'époque de fortes critiques de la part de certaines associations professionnelles qui nient la différence entre discipline académique et savoirs à enseigner (Losego, 1999).…”

Section: Les D I D a C T I Q U E S : F E R M E T U R E P U I S Ouvertureunclassified

Le social et le didactique : distance et rapprochement

Losego¹

2016

educationdidactique

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LE SOCIAL ET LE DIDACTIQUE : DISTANCE ET RAPPROCHEMENT Ce texte examine le mouvement qui rapproche sociologues et didacticiens depuis le début des années deux-mille. Aujourd'hui, la sociologie situe majoritairement ses analyses à l'échelle des « sociétés » (mot quasiment tabou dans les années quatre-vingt), ce qui permet de discuter des programmes ou curricula de manière à la fois relativiste et respectueuse des savoirs. Par ailleurs, les didactiques se rapprochent de plus en plus de la sociologie et de l'anthropologie en général, même si c'est pour des raisons différentes. Il faut cependant envisager les malentendus et les dificultés. Il apparaît ainsi que ce que les didactiques appellent parfois « social » est à l'opposé de ce qui fonde la sociologie. Il apparaît aussi que la sociologie de l'éducation, a priori la spécialité la mieux placée pour communiquer avec les didactiques, ne parvient pas à tirer parti des acquis de la sociologie en général. This article deals with bringing closer sociologists and didacticians since the beginning of the 21th century. Nowadays, sociology focuses most of its analysis at society level (the word "society" was almost taboo during the eighties): this allows discussing about curricula or programs in both relativist but respectful perspective on knowledge. Besides, didactics are getting closer to sociology and anthropology in general, even if for different reasons. It is however necessary to consider some misunderstandings and dificulties: sometimes, what didactics call "social" is the opposite of what founds sociology. On the other hand, sociology of education, which is supposed adequate to communicate with didactics, doesn't reach to beneit from general sociology.

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“…Il est en définitive probable que si la sociologie tend à décrire des situations trop « complexes », les didactiques décrivent des situations trop « compliquées ». Elles mettent souvent entre parenthèses la complexité des interactions et de leurs déterminants (Astolfi, 1997) (Ligozat, Coquidé, Marlot et al, 2014 ;Mercier, Schubauer-Leoni & Sensevy, 2002).…”

Section: Entre Complexité Et Complicationunclassified

Rapprocher la sociologie et les didactiques

Losego¹

2014

rfp

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Didactiques et/ou didactique. Poursuivre le travail de problématisation

Cited by 14 publications

References 10 publications

Prospective Teachers’ Representations on the Concept of Force

Prospective Teachers’ Representations on the Concept of Force

Le social et le didactique : distance et rapprochement

Rapprocher la sociologie et les didactiques

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