Usages différenciés de documents pédagogiques en sciences : étude de quelques raisons
L’article s’attache à rendre compte de l’usage d’un document en situation d’enseignement et d’apprentissage du concept de circulation du sang au grade 5 (élèves de dix à douze ans). Le document est conçu par l’enseignant de la classe. Nous estimons que l’utilisation qui est faite, dans la classe, de...
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| Published in: | Recherches en éducation Vol. 25 |
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| Main Author: | |
| Format: | Journal Article |
| Language: | English French |
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Nantes Université
01.03.2016
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| ISSN: | 1954-3077, 1954-3077 |
| Online Access: | Get full text |
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| Abstract | L’article s’attache à rendre compte de l’usage d’un document en situation d’enseignement et d’apprentissage du concept de circulation du sang au grade 5 (élèves de dix à douze ans). Le document est conçu par l’enseignant de la classe. Nous estimons que l’utilisation qui est faite, dans la classe, de ce document peut expliquer, en partie, la production d’inégalités lors d’apprentissage en sciences et nous nous attachons à comprendre certaines raisons qui pourraient entrainer ces usages différenciés. L’étude de cas rapportée propose des interprétations didactiques en mobilisant un cadre d’analyse des pratiques développé par Sensevy et al. (Sensevy, Mercier & Schubauer-Léoni, 2000 ; Sensevy & Mercier, 2007 ; Sensevy, 2011), croisé avec la notion de rapport aux savoirs (Charlot, Bautier & Rochex, 1992 ; Charlot, 1997 ; Bautier & Rochex, 1998 ; Bautier & Goigoux, 2004 ; Bautier & Rayou, 2009) et permet d’avancer quelques raisons, référées en partie au professeur et/ou aux élèves et à l’institution, dans la production d’inégalités en classe de sciences.
This article deals with the use of a document, drafted by the teacher, in teaching and learning about the concept of blood circulation at primary school. We believe that the use of this document in the classroom might explain, partly, the production of inequality during science learning and we focus on understanding some of the reasons that could motivate these differentiated uses. The case study offers didactic interpretation by mobilizing an analytical framework of the practices developed by Sensevy et al. (Sensevy, Mercier & Schubauer-Leoni, 2000; Sensevy & Mercier, 2007; Sensevy, 2011), along with the concept of relationship to knowledge (Charlot, Bautier & Rochex, 1992; Charlot, 1997; Bautier & Rochex, 1998; Bautier & Goigoux, 2004; Bautier & Rayou, 2009). This double theoretical framework allows us to shed light on the production of inequality in science class, referring in part to the teacher and/or to the pupils and the institution. |
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| AbstractList | L’article s’attache à rendre compte de l’usage d’un document en situation d’enseignement et d’apprentissage du concept de circulation du sang au grade 5 (élèves de dix à douze ans). Le document est conçu par l’enseignant de la classe. Nous estimons que l’utilisation qui est faite, dans la classe, de ce document peut expliquer, en partie, la production d’inégalités lors d’apprentissage en sciences et nous nous attachons à comprendre certaines raisons qui pourraient entrainer ces usages différenciés. L’étude de cas rapportée propose des interprétations didactiques en mobilisant un cadre d’analyse des pratiques développé par Sensevy et al. (Sensevy, Mercier & Schubauer-Léoni, 2000 ; Sensevy & Mercier, 2007 ; Sensevy, 2011), croisé avec la notion de rapport aux savoirs (Charlot, Bautier & Rochex, 1992 ; Charlot, 1997 ; Bautier & Rochex, 1998 ; Bautier & Goigoux, 2004 ; Bautier & Rayou, 2009) et permet d’avancer quelques raisons, référées en partie au professeur et/ou aux élèves et à l’institution, dans la production d’inégalités en classe de sciences.
This article deals with the use of a document, drafted by the teacher, in teaching and learning about the concept of blood circulation at primary school. We believe that the use of this document in the classroom might explain, partly, the production of inequality during science learning and we focus on understanding some of the reasons that could motivate these differentiated uses. The case study offers didactic interpretation by mobilizing an analytical framework of the practices developed by Sensevy et al. (Sensevy, Mercier & Schubauer-Leoni, 2000; Sensevy & Mercier, 2007; Sensevy, 2011), along with the concept of relationship to knowledge (Charlot, Bautier & Rochex, 1992; Charlot, 1997; Bautier & Rochex, 1998; Bautier & Goigoux, 2004; Bautier & Rayou, 2009). This double theoretical framework allows us to shed light on the production of inequality in science class, referring in part to the teacher and/or to the pupils and the institution. This article deals with the use of a document, drafted by the teacher, in teaching and learning about the concept of blood circulation at primary school. We believe that the use of this document in the classroom might explain, partly, the production of inequality during science learning and we focus on understanding some of the reasons that could motivate these differentiated uses. The case study offers didactic interpretation by mobilizing an analytical framework of the practices developed by Sensevy et al. (Sensevy, Mercier & Schubauer-Leoni, 2000; Sensevy & Mercier, 2007; Sensevy, 2011), along with the concept of relationship to knowledge (Charlot, Bautier & Rochex, 1992; Charlot, 1997; Bautier & Rochex, 1998; Bautier & Goigoux, 2004; Bautier & Rayou, 2009). This double theoretical framework allows us to shed light on the production of inequality in science class, referring in part to the teacher and/or to the pupils and the institution. |
| Author | Pautal, Éliane |
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| Snippet | L’article s’attache à rendre compte de l’usage d’un document en situation d’enseignement et d’apprentissage du concept de circulation du sang au grade 5... This article deals with the use of a document, drafted by the teacher, in teaching and learning about the concept of blood circulation at primary school. We... |
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| Title | Usages différenciés de documents pédagogiques en sciences : étude de quelques raisons |
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