18 SES 12 JS, Teaching Traditions and Learning in Physical Education and Science Education (Part 1)
Symposium Joint Session NW 18 with NW 27 to be continued in 18 SES 13 JS
In this presentation, we focus on a cooperative engineering at primary school, devoted to the teaching of Arithmetic at First Grade. In a first part, we describe how the notion of cooperative engineering (Sensevy et al., 2013) can be thought of in the general framework of comparative didactics, in particular through a Joint Action Theory (JATD) perspective (Sensevy, 2012, 2014; Ligozat, 2011; Tiberghien & Malkoun, 2009; Venturini & Amade-Escot, 2013). In the second part of the presentation, we sketch the main features of an actual cooperative engineering (Arithmetic and Comprehension at Elementary School-Arithmecole) in which a quasi-experimental design has been implemented in 120 classes, while enacting a new curriculum at First Grade, which can be characterized as a first initiation to a scientific modelling approach. In the third part of the presentation, we analyze the way in which a transactional process has been elaborated in order to transform current manners of teaching (Lundqvist et al., 2012) in new strategic teaching systems. In particular, we describe how the proposed curriculum has been progressively redesigned by the whole collective gathering of teachers and researchers. We perform this analysis by using some JATD notions (in particular didactic game, contract and milieu, genesis triplet) in the environment of the cooperative engineering. In the fourth part of the presentation, we focus on two special devices, which play a prominent role in the transformation of the teaching practices, the “Anticipation Group”, and the “Journal of Number”. By analyzing some teachings-learning practices and students’ productions within these devices, we show how these practices and productions witness important epistemological changes in teachers’ and students’ conceptions and actions. We conclude the presentation by highlighting how a comparative approach may provide the researcher with some conceptual tools, which can help to foster cooperation between teachers and researchers in various disciplines.
Ligozat, F. (2011). The Determinants of the Joint Action in Didactics: the Text-Action Relationship in Teaching Practice. In B. Hudson & M. A. Meyer (Éd.), Beyond fragmentation: Didactics, Learning and Teaching in Europe (p. 157‑176). Opladen: Barbara Budrich Publishers. Lundqvist, E. Almqvist, J & Östman, L. (2012). Institutional traditions in teachers’ manners of teaching. Cultural Studies of Science Education, 7(1), 111-127 Sensevy, G. (2012) About the Joint Action Theory in Didactics. Zeitschrift für Erziehungswissenschaft, 15(3), 503-516. Sensevy, G. (2014) Characterizing teaching effectiveness in the Joint Action Theory in Didactics : an exploratory study in primary school. Journal of Curriculum Studies, 46(5), 577-610 Sensevy, G., Forest, D., Quilio, S. & Morales, G. (2013). Cooperative engineering as a specific design-based research. ZDM, The International Journal on Mathematics Education, 45(7), 1031-1043 Tiberghien, A., & Malkoun, L. (2009). The construction of physics knowledge in a classroom community from different perspectives. In B. Schwarz, T. Dreyfus & R. Hershkovitz (Eds.), Transformation of knowledge through classroom interaction (pp. 42-55). New York: Routledge. Venturini, P., & Amade-Escot, C. (2013). Analysis of conditions leading to a productive disciplinary engagement during a physics lesson in a deprived area school. International Journal of Educational Research, 64C. 169-182.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
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Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
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Network 25. Research on Children's Rights in Education
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