Session Information
27 SES 03 A, Comparing, Combining and Fostering Conceptual Frameworks in Didactics (Part 2)
Symposium continued from 27 SES 02 A
Contribution
The aim of this paper is to illuminate ways in which the use of the dialectic « contract - milieu » enables us to grasp the epistemic quality (Hudson et al., 2015: 377) of teaching and learning situations in different educational contexts. In doing so, we use Joint Action Theory in Didactics (JATD) (Sensevy and Mercier, 2007; Sensevy, 2011a, 2011b, 2012; Gruson, Forest & Loquet, 2012) as a point of reference. Within this frame, we focus on the use of two main concepts: the didactic contract and the milieu. The former is seen as a system of capacities and expectations that stem from previous transactions between the teacher and the students in relation to the knowledge at stake. The latter refers to new knowledge that emerges from the teaching and learning situation. We use these concepts to study the epistemic quality of the teaching and learning situations through two case studies in primary education, involving a mathematics lesson in Scotland (Hudson, 2015) and a Dance in English lesson in France (Gruson and Loquet, 2013). In conclusion we compare our different and common usages of the concepts, discuss our results and also the relevance of these concepts to the comparison of teaching and learning situations in different national and subject-specific contexts.
References
Gruson, B et Loquet, M. (2013) Studying the Complexity of Semiotic Systems: When PE is Taught in English in Primary Education. Contribution to symposium Teaching-Learning as Joint Action. On the Development of a Common Theoretical Background for Didactics in Europe. European Conference on Educational Research, Istanbul. Gruson, B., Forest, D. et Loquet, M. (2012). (dir.). Jeux de savoir. Etudes de l’action conjointe en didactique. Rennes : PUR. Hudson, B., Henderson, S. and Hudson, A., (2015) Developing Mathematical Thinking in the Primary Classroom: Liberating Teachers and Students as Learners of Mathematics, Journal of Curriculum Studies, Vol. 47, Issue 3, 374-398. http://dx.doi.org/10.1080/00220272.2014.979233 Hudson, B. (2015) Butterflies and Moths in the Amazon: Developing Mathematical Thinking through the Rainforest/ Les Papillons en Amazonie: le développement de la pensée mathématique au travers de la forêt pluviale, Education and Didactique, Vol. 9, Issue 2, 119 – 133. http://educationdidactique.revues.org/2322 Sensevy, G. (2011a). Le Sens du Savoir. Eléments pour une théorie de l’action conjointe en didactique. Bruxelles : De Boeck. Sensevy, G. (2011b). Overcoming fragmentation: towards a joint action theory in didactics. In Hudson, B. & Meyer, M. A. (Eds.) Beyond Fragmentation: Didactics, Learning, and Teaching, pp. 60-76. Leverkusen, Germany, Barbara Budrich Publishers.
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