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

Buty, Christian; Tiberghien, Andrée; Maréchal, Jean‐François Le

doi:10.1080/09500690310001614735

Cited by 84 publications

(59 citation statements)

References 8 publications

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“…We are also interested in investigating whether teaching activities explicitly based on modelling processes favour the emergence of dialogic discourse in the classrooms. In analyzing some episodes from a teaching sequence on Optics for 16/17 year-old French students (grade 11), we draw on some aspects of the analytical framework proposed by Mortimer and Scott (2003) and also on the conception of modelling proposed by Buty, Tiberghien and Le Maréchal (2004).…”

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Dialogic/Authoritative Discourse and Modelling in a High School Teaching Sequence on Optics

Buty

Mortimer

2008

International Journal of Science Education

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Nutzungsbedingungen AbstractIn this paper we aim at establishing a link between two theoretical frames: modelling and its use in the design and analysis of scientific teaching sequences, and the communicative approaches as they alternate in classroom activities. In this case study, we follow the interactions between the teacher and a pair of students during an entire teaching sequence in Optics (grade 11). We focus on the way the teacher managed the dialogicity and the modelling processes in the classroom discourse. A qualitative analysis shows some difficulties in such an achievement, and their consequences on students' meaning making.

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Dialogic/Authoritative Discourse and Modelling in a High School Teaching Sequence on Optics

Buty

Mortimer

2008

International Journal of Science Education

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“…(ver Buty et al 2004 y otros autores en IJSC del mes de abril) Los Modelos de la Disciplina proporcionan al profesor las preguntas genuinas que deberían tener sentido para los alumnos, para implicarlos en la actividad científica 'competencial' que se espera de ellos, para que ellos mismos se fijen en 'el problema' , se pongan a trabajar y generen, con ello, sus propias preguntas. Por ejemplo, si vamos a introducir el Modelo 'Tierra que cambia' , por ejemplo, contemplamos una piedra pensando en su historia a lo largo de millones de años y las preguntas que vaya formulando el profesor reclaman una respuesta en este sentido, después de haber trabajado el tema en clase.…”

Section: Las 'Ideas Clave' De Los Modelosunclassified

Los Modelos Teóricos en La "Enseñanza De Ciencias Para Todos" (Eso, Nivel Secundario)

Aymerich¹

2014

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This article reflects on the challenges that are posed to the science teaching by the current emphasis in the school scientific skill.• The school sciences at a basic level are supposed to supply knowledge that let students construe some phenomenon (daily, relevant). But the school theoretical models are inspired in the scientific disciplines even they are not inspired in an "only Science" which take on the entire phenomenon in the material world.• They are supposed to be genuine: the must respond to questions which are meaningful to the students, knowing that the answers are already determined in the curriculum.To solve these challenges it is necessary to check the meaning of the theoretical models in the Sciences and their contributions to the school theoretical models and the teaching practice in the basic education levels as well. This reflection settles on the design of the curricular project 'Ciències 12-15' which has been applied in 8 experimental schools in Catalonia. KeywordsModeling, competency-based education, high school education.pp.

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“…Buty, Tiberghien, & Le Maréchal, 2004;National Research Council, 2007;Scott & Driver, 1998;Smith, Wiser, Anderson, & Krajcik, 2006) and in the broader context of cognitive development (e.g. Bernstein & Waber, 2007;Case & Mueller, 2001;Demetriou & Raftopoulos, 2004;Fischer & Immordino-Yang, 2002;Schwartz & Fischer, 2004;Siegler & Chen, 2008).…”

Section: Evolutionary Mapsmentioning

confidence: 99%

Evolutionary Maps: A new model for the analysis of conceptual development, with application to the diurnal cycle

Navarro

2013

International Journal of Science Education

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This paper presents a model of how children generate concrete concepts from perception through processes of differentiation and integration. The model informs the design of a novel methodology (evolutionary maps or emaps), whose implementation on certain domains unfolds the web of itineraries that children may follow in the construction of concrete conceptual knowledge and pinpoints, for each conception, the architecture of the conceptual change that leads to the scientific concept. Remarkably, the generative character of its syntax yields conceptions that, if unknown, amount to predictions that can be tested experimentally. Its application to the diurnal cycle (including the sun's trajectory in the sky) indicates that the model is correct and the methodology works (in some domains). Specifically, said emap predicts a number of exotic trajectories of the sun in the sky that, in the experimental work, were drawn spontaneously both on paper and a dome. Additionally, the application of the emaps theoretical framework in clinical interviews has provided new insight into other cognitive processes. The field of validity of the methodology and its possible applications to science education are discussed.

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

Cited by 84 publications

References 8 publications

Dialogic/Authoritative Discourse and Modelling in a High School Teaching Sequence on Optics

Dialogic/Authoritative Discourse and Modelling in a High School Teaching Sequence on Optics

Los Modelos Teóricos en La "Enseñanza De Ciencias Para Todos" (Eso, Nivel Secundario)

Evolutionary Maps: A new model for the analysis of conceptual development, with application to the diurnal cycle

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