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Analyse de séances « ordinaires » intégrant l'histoire des sciences. Regards croisés sur quatre pratiques enseignantes en sciences et en mathématiques

Abstract : As history of science appears ever more significantly in the latest high-school curricula, we present an analysis of «ordinary» sessions integrating historical elements, for 4 different teachers and in 3 school disciplines (mathematics, physics-chemistry, life-and-earth-sciences). In particular, we seek to determine what motivates these teachers to integrate history of science into their teaching, what the function they assign to it, how the historical and scientific elements are intertwined in the tasks assigned to the students, and what the type of knowledge construction is aimed for in tasks integrating historical elements. For this purpose, we use the DADE theoretical framework (Robert & Rogalski, 2002) to study the empirical data (recordings of the sessions, pre- and post-interviews with the teachers).
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https://hal.archives-ouvertes.fr/hal-03134799
Contributor : Sandra Javoy <>
Submitted on : Tuesday, April 13, 2021 - 2:50:17 PM
Last modification on : Wednesday, June 2, 2021 - 4:26:43 PM
Long-term archiving on: : Wednesday, July 14, 2021 - 6:40:35 PM

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  • HAL Id : hal-03134799, version 1

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Patricia Crépin-Obert, Sophie Canac, Renaud Chorlay, Camille Roux-Goupille, Nicolas Décamp, et al.. Analyse de séances « ordinaires » intégrant l'histoire des sciences. Regards croisés sur quatre pratiques enseignantes en sciences et en mathématiques. 11e rencontres scientifiques de l'ARDiST, Mar 2021, Bruxelles, Belgique. pp.55-62. ⟨hal-03134799⟩

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