Do Teachers Make All Their Students Play the Same Learning Games? A Comparative Study of Learning Games in Biology and English as a Second Language

Autor/inn/en	Gruson, Brigitte; Marlot, Corinne
Titel	Do Teachers Make All Their Students Play the Same Learning Games? A Comparative Study of Learning Games in Biology and English as a Second Language
Quelle	In: Teaching Education, 27 (2016) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2015.1034681
Schlagwörter	Educational Games; Biology; English (Second Language); Science Instruction; Second Language Instruction; Theories; Teacher Education; Foreign Countries; Knowledge Level; Teaching Methods; Cognitive Ability; Video Technology; Audio Equipment; Interviews; College Faculty; Science Teachers; Language Teachers; Observation; France + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Biologie; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fremdsprachenunterricht; Theory; Theorie; Lehrerausbildung; Lehrerbildung; Ausland; Wissensbasis; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Audio-CD; Interviewing; Interviewtechnik; Fakultät; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Language teacher; Sprachunterricht; Beobachtung; Frankreich
Abstract	This article, based upon the field of comparative didactics, seeks to contribute to the identification of generic and specific features in the teaching and learning process. More particularly, its aim was to examine, through the study of two different school subjects: biology and English as a second language, how "passive didactic differentiation" can develop and account for the gap in progress growing between more-able and less-able students. For our analysis, we adopt a didactic viewpoint basing our study on what is going on in the class when the teacher and her students interact and use notions borrowed from the Joint Action Theory in Didactics. At the end of the article, we mainly argue that more teacher training focused on "objects of learning" and "knowledge-in-use" is necessary if we want teachers to be able to produce didactic milieus adapted to students with mixed abilities and, more generally, if we want to increase "epistemic access." (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01