The Unification of Didactic Transposition Theory with the Didactic Situation Theory of Brousseau

Abstract

We present the most current version of the theory of didactic transposition that encompasses and synthesizes the theory of Chevallard, the Cognitive Theory of Science, Mental Models of Jhonson-Laird and Didactic Situation theory of Brousseau. It is made here a brief review of Chevallard theory and exposes the generalization of this theory by the De Mello according to the work of Izquierdo-Aymerich and the Brousseau. It is proposed here a theory to study how the scientific knowledge (the original scientific models) is transposed to the didactic models. That is, to analyze how the knowledge produced in the 'academic environment' change, adapt, simplify and consolidate as knowledge to be taught in the classroom. We present the characteristics that define the reason for certain knowledge to be present in textbooks as defined in the work of Chevallard, Brockington and others and complementing their work we propose rules that define how a DT should occur or be performed. We present Brousseau's theory for didactic transposition in the classroom or intern, that is, what he calls the didactic contract and didactic situation. Here are proposed particular rules for the science of Mathematics, Physics and Chemistry.

Impact of E-learning for teaching electrocardiography. A comparative study of asynchronous and synchronous groups

“…DT theory is de ned as the transformation of theoretical scienti c concepts such as books, articles, and management guides (scienti c knowledge) into concepts that can be taught in the classroom (teachable knowledge). This consists of the work done by the teacher when selecting, translating, and transforming expert scienti c knowledge into translated and teachable knowledge in the classroom using didactic strategies 18 , 19 . CLTML signi cantly contributes to the design of content for e-learning and virtual learning environments (VLEs).…”