Session Information
27 SES 07A, Learning and Teaching in the MST
Paper Session
Contribution
Method
Expected Outcomes
References
Aubusson, P., Harrison, A. & Ritchie, S. (2006). Metaphor and Analogy: Serious thought in science education. In Aubusson, P., Harrison, A. & Ritchie, S. (Eds.), Metaphor and analogy in science education (pp. 1-10), Dordrecht: Springer. Bernard, P. (2003). Qu’est-ce qui fait trembler la terre? Paris : EDP Sciences. Brousseau, G. (1997). Theory of Didactical Situations in Mathematics. Dordrecht: Kluwer. Buty, C., Tiberghien, A., & Le Maréchal, J. F. (2004). Learning hypotheses and associated tools to design and to analyse teaching-leaning sequences. International Journal of Science Education, 26(5), 579-604. Cartwright, N. (1999). The dappled world: a study of the boundaries of sciences. Cambridge: Cambridge University Press. Chevallard, Y. (1992). Fundamental concepts in didactics: perspectives provided by an anthropological approach. In Douady R. & Mercier A. (Eds), Research in Didactique of Mathematics (pp. 131-168), Selected Papers, Grenoble: La Pensée Sauvage. Eco, U. (1986). Semiotics and the Philosophy of Language. Bloomington: Indiana University Press. Santini, J. (2007). Jeux épistémiques et modélisation en classe ordinaire: les séismes au cours moyen. Didaskalia, 31, 47-83. Schubauer-Leoni, M.L., & Leutenegger, F. (2002). Expliquer, comprendre dans une approche clinique/expérimentale du didactique ordinaire. In Leutenegger F. & Saada-Robert M. (Eds), Expliquer, comprendre en sciences de l'éducation (pp. 227-251). Bruxelles: De Boeck. Sensevy, G., Mercier, A., Schubauer-Leoni, M-L., Ligozat, F. & Perrot, G (2005). An attempt to model the teacher’s action in mathematics, Educational Studies in mathematics, 59(1), 153-181. Sensevy, G., & Mercier, A. (Eds). (2007). Agir ensemble. L'action didactique conjointe du professeur et des élèves. Rennes: PUR. Sensevy, G. (2008). The Joint Action Theory in Didactics: an outline. Seminar at Örebro, Sweden, January 15, 2008. Sensevy, G. (2008, january). The joint Action Theory in Didactics: an outline. Seminar at Örebro University, Sweden. Sensevy, G., Tiberghien, A., Santini, J., Laubé, S. & Griggs, P. (in press). An Epistemological Approach to Modeling: Cases Studies and Implications for Science Teaching. Science Education.
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