Session Information
27 SES 02 A, Comparing, Combining and Fostering Conceptual Framework in Didactics (Part 1)
Symposium to be continued in 27 SES 03 A
Contribution
One strand of comparative didactics aims at discussing the relationships between the theoretical constructions elaborated within the fields of subject didactics (Ligozat & Leutenegger, 2012). In the French didactics, some analytical categories are used for analyzing the joint actions of teacher and students, for example: didactic contract and milieu, mesogenesis, topogenesis, chronogenesis as worked by Sensevy, Mercier, Schubauer-Leoni and Perrot, 2005; Amade-Escot & Venturini 2015 among others. In the Swedish didactics, a pragmatist approach of classroom discourse analysis was developed for analyzing the meaning-making process in teaching and learning: Practical Epistemology (Wickman & Östman, 2002) and Epistemological Moves (Lidar, Lundqvist & Östman, 2006). In this paper, we explore the relationships between both frameworks to study the continuity in teaching and learning in classroom transactions in science education and physical education. In each case, some breaches in the didactic contract initiated by the students are observed and we especially notice the consequences of the teacher’s interventions on the knowledge progression. We argue that the combination of both frameworks enables to characterize generic and specific dimensions of teaching and learning in different subjects.
References
Amade-Escot, C., & Venturini, P. (2015). Joint Action in Didactics and Classroom Ecology: Comparing Theories using a Case Study in Physical Education. Interchange, 46(4), 413‑437. http://doi.org/10.1007/s10780-015-9263-5 Lidar, M., Lundqvist, E., & Östman, L. (2006). Teaching and learning in the science classroom: The interplay between teachers’ epistemological moves and students’ practical epistemology. Science Education, 90(1), 148‑163. http://doi.org/10.1002/sce.20092 Ligozat, F., & Leutenegger, F. (2012). Vergleichende Didaktik: Geschichte, Instrumente und Heraufsforderungen aus einer frankophonen Perspektive. Pädagogische Rundschau, 66(Heft 6), 751‑771. Sensevy, G., Schubauer-Leoni, M.-L., Mercier, A., Ligozat, F., & Perrot, G. (2005). An Attempt to Model the Teacher’s Action in the Mathematics Class. Educational Studies in Mathematics, 59(1-3), 153‑181. http://doi.org/10.1007/s10649-005-5887-1 Wickman, P.-O., & Östman, L. (2002). Learning as discourse change: A sociocultural mechanism. Science Education, 86(5), 601‑623. http://doi.org/10.1002/sce.10036
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