Learning Hypotheses and an Associated Tool to Design and to Analyse Teaching-Learning Sequences. Special Issue

Autor/inn/en	Buty, Christian; Tiberghien, Andree; Le Marechal, Jean-Francois
Titel	Learning Hypotheses and an Associated Tool to Design and to Analyse Teaching-Learning Sequences. Special Issue
Quelle	In: International Journal of Science Education, 26 (2004) 5, S.579-604 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Grade 11; Secondary School Science; Optics; Learning Processes; Chemistry; Science Instruction; Science Teachers; Foreign Countries; High School Students + Suchen Sie Ihr Suchwort? School year 11; 11. Schuljahr; Schuljahr 11; Optik; Learning process; Lernprozess; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	This contribution presents a tool elaborated from a theoretical framework linking epistemological, learning and didactical hypotheses. This framework lead to design teaching sequences from a socio-constructivist perspective, and is based on the role of models in physics or chemistry, and on the role of students' initial knowledge in learning processes. This tool, formatted as a 'grid', is applied to one example in physics (optics, grade 11), and to one example in chemistry (conductivity, grade 11). Both these examples are taken from the important activity our team has developed from several years, in collaboration with upper secondary school science teachers, in order to design teaching sequences and experiment them in real classrooms. (Author).
Anmerkungen	Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10