Christian Buty

Dialogic/Authoritative Discourse and Modelling in a High School Teaching Sequence on Optics

In this paper we aim to establish a link between two theoretical frames: modelling and its use in the design and analysis of scientific teaching sequences, and the communicative approaches as they alternate in classroom activities. In this case study, we follow the interactions between the teacher and a pair of students during an entire teaching sequence in Optics (grade 11). We focus on the way the teacher managed the dialogicity and the modelling processes in the classroom discourse. A qualitative analysis shows some difficulties in such an achievement, and their consequences on students’ meaning making.

Talking Physics in Labwork Contexts - A Category Based Analysis of Videotapes

This study has two aims: to give some overview of methods used previously by other researchers for analysing labwork in science education and to describe a new method for analysing labwork using a category-based analysis of videotapes from labwork (CBAV). In this CBAV method, two types of categories are defined: categories for labwork contexts and categories for verbalised knowledge during work in these contexts. The method was used in five studies of labwork in France and Germany in upper secondary school and university physics classes (see contributions of Buty, Theysen et al., Hucke et al., and Sander et al., all in this volume; Haller 1999). Specific results can be found there. The method among others can help to answer questions about the link between theory and practice in different labwork contexts. It can be used complementary to other methods and permits to analyse a lot of video data in a relatively short time.

Studying Science Teaching Practices in Relation to Learning: Time Scales of Teaching Phenomena

This chapter presents an analysis of the teaching practices in the perspective of relating teaching and learning. This analysis involves three time scales: macro (months), meso (about ten minutes) and micro (seconds). Different concepts are involved in the meso and micro analyses. The theoretical approaches at the meso scale are mainly based on the notion of chronogenesis that is included in a larger theoretical framework. This notion recovers the phenomena of evolution in time of the production of knowledge of the class: the taught knowledge. This taught knowledge is considered as staged in the classroom by a joint action of the teacher and the students. Moreover, the taught knowledge has been decomposed into smaller elements of knowledge than the themes. Two physics classes (grade 10) have been analysed. The current results show that this theoretical framework leads to differentiate the two classes. Even if the institutionalized knowledge is similar, the order of presentation, the duration of similar themes, the relations between elements of knowledge, their rhythm of introduction, their “re-use” after a first introduction can be different. These differences can create a variety of learning possibilities in the classes. These several dimensions of the taught knowledge at meso and micro levels are candidates to be characteristics of a class relevant to relate teaching and learning

Discursive Reconstruction of the Scientific Story in a Teaching Sequence

Teaching and learning are time‐dependant processes. It can be hypothesised that the content coherence during a teaching sequence is an important factor of learning. In this perspective, it is of great interest to follow the occurrences of a notion and the development of its meanings in the classroom discourse, all along the various sessions of a sequence. The purpose of this article is to propose a methodology for reconstructing the story of a particular notion, from the video recording of the interactions between a teacher and students, with the use of a software dedicated to qualitative analysis. The case study which is the basis of this work involves two classes in Lebanon, at Grade 7, during a teaching sequence about electricity. The study also shows the respective contributions of the teacher and students to the discourse and knowledge progression in the sequence.

Modelling in Geometrical Optics Using a Microcomputer

This analysis concerns the help given to students by a computer-based model, in the field of geometrical optics. We consider that physics learning is necessarily the establishment of links between two worlds, the world of objects and events, and the world of theory and models. Our study aims to understand whether the computer-based model has enriched these links in the verbal productions of students. We relate the resources given to students during a rather long teaching sequence, and the kinds of their verbal productions. The results show that the computer-based model has favoured the use of physics theory, with more efficiency than the performing of experiments. But the link with the world of objects and events needs accurate instructions from the teacher.

DIDACTIQUE DES SCIENCES ET INTERACTIONS DANS LA CLASSE: QUELQUES LIGNES DIRECTRICES POUR UNE ANALYSE DYNAMIQUE.

RESUME: Cet article repose sur l’idee suivante : l’analyse des situations de classe doit combiner un ensemble de quatre parametres pour en demeler la complexite et la richesse. Les parametres en question sont les aspects epistemologiques contenus dans le discours, la forme des representations utilisees, le type d’interactions discursives, les formes d’engagement des acteurs dans la situation. Des outils methodologiques sont proposes pour construire l’articulation entre ces differents aspects. Une situation est analysee, a titre d’exemple, suivant les quatre dimensions. ABSTRACT: This paper is grounded upon the following idea: analysing classroom situations makes it necessary to combine a set of four parameters, in order to sort out their complexity and their richness. These parameters are the epistemological aspects in the discourse, the form of the representations, the kind of discursive interactions, the kind of engagement of the participants in the situation. Methodological tools are proposed for articulating the various aspects. A particular situation is analysed, as an example, in accordance with the four dimensions. RESUMO: Este artigo trata da seguinte ideia: a analise de situacoes de sala de aula devem combinar uma conjunto de quatro parâmetros para desvendar a complexidade e a riqueza. Os parâmetros em questao sao os aspectos epistemologicos contidos no discurso, a forma das representacoes utilizadas, o tipo de interacao discursiva e as formas de engajamento dos atores na situacao. Ferramentas metodologicas sao propostas para construir a articulacao entre estes diferentes aspectos. Uma situacao e analisada, a titulo de exemplo, seguindo as quatro dimensoes.Este artigo trata da seguinte ideia: a analise de situacoes de sala de aula devem combinar uma conjunto de quatro parâmetros para desvendar a complexi dade e a riqueza. Os parâmetros em questao sao os aspectos epistemologicos conti dos no discurso, a forma das representacoes utilizadas, o tipo de interacao discursiva e as formas de engajamento dos atores na situacao. Ferramentas metodologicas sao propostas para construir a articulacao entre estes diferentes aspectos. Uma situacao e analisada, a titulo de exemplo, seguindo as quatro dimensoes.

Rôle des graphismes dans l'enseignement scientifique et technologique

La confrontation des eleves a des systemes semiotiques multiples – schemas, tableaux, graphes, arbres, textes ecrits et discours oraux – qu’il s’agit de mettre en relation, est une realite quotidienne de l’enseignement des sciences et des technologies. Cet usage massif de systemes graphiques dans l’enseignement des sciences et dans celui des techniques renvoie a leur usage dans la production de connaissances scientifiques, et dans la conception et l’utilisation de systemes techniques, ou ils sont omnipresents, en raison des operations intellectuelles qu’ils permettent. Ils apparaissent ainsi incontournables dans l’elaboration des connaissances scientifiques et techniques, meme s’ils ne se suffisent pas a eux-memes et doivent etre articules au langage verbal.

Weaving Relationships in a Teaching Sequence Using ICT: A Case Study in Optics at Lower Secondary School

This communication reports on a case study based on a discourse analysis in an ordinary classroom, at grade 8 in a lower secondary school in France, during a teaching sequence in elementary optics. It focuses notably on two parts of two sessions in the sequence, where the teacher is using a computer-based simulation. In the first session, the light is presented as a set of light rays that are converging or diverging after passing through a converging or diverging lens; in the second session the eye is presented as an optical system using a lens, the focal length of which is variable.

DIDÁTICA DAS CIÊNCIAS E INTERAÇÕES EM SALA DE AULA: ALGUMAS DIRETRIZES PARA UMA ANÁLISE DINÂMICA

RESUME: Cet article repose sur l’idee suivante : l’analyse des situations de classe doit combiner un ensemble de quatre parametres pour en demeler la complexite et la richesse. Les parametres en question sont les aspects epistemologiques contenus dans le discours, la forme des representations utilisees, le type d’interactions discursives, les formes d’engagement des acteurs dans la situation. Des outils methodologiques sont proposes pour construire l’articulation entre ces differents aspects. Une situation est analysee, a titre d’exemple, suivant les quatre dimensions. ABSTRACT: This paper is grounded upon the following idea: analysing classroom situations makes it necessary to combine a set of four parameters, in order to sort out their complexity and their richness. These parameters are the epistemological aspects in the discourse, the form of the representations, the kind of discursive interactions, the kind of engagement of the participants in the situation. Methodological tools are proposed for articulating the various aspects. A particular situation is analysed, as an example, in accordance with the four dimensions. RESUMO: Este artigo trata da seguinte ideia: a analise de situacoes de sala de aula devem combinar uma conjunto de quatro parâmetros para desvendar a complexidade e a riqueza. Os parâmetros em questao sao os aspectos epistemologicos contidos no discurso, a forma das representacoes utilizadas, o tipo de interacao discursiva e as formas de engajamento dos atores na situacao. Ferramentas metodologicas sao propostas para construir a articulacao entre estes diferentes aspectos. Uma situacao e analisada, a titulo de exemplo, seguindo as quatro dimensoes.Este artigo trata da seguinte ideia: a analise de situacoes de sala de aula devem combinar uma conjunto de quatro parâmetros para desvendar a complexi dade e a riqueza. Os parâmetros em questao sao os aspectos epistemologicos conti dos no discurso, a forma das representacoes utilizadas, o tipo de interacao discursiva e as formas de engajamento dos atores na situacao. Ferramentas metodologicas sao propostas para construir a articulacao entre estes diferentes aspectos. Uma situacao e analisada, a titulo de exemplo, seguindo as quatro dimensoes.

SCIENCE EDUCATION AND CLASSROOM INTERACTION: SOME DIRECTIONS FOR A DYNAMIC ANALYSIS

RESUME: Cet article repose sur l’idee suivante : l’analyse des situations de classe doit combiner un ensemble de quatre parametres pour en demeler la complexite et la richesse. Les parametres en question sont les aspects epistemologiques contenus dans le discours, la forme des representations utilisees, le type d’interactions discursives, les formes d’engagement des acteurs dans la situation. Des outils methodologiques sont proposes pour construire l’articulation entre ces differents aspects. Une situation est analysee, a titre d’exemple, suivant les quatre dimensions. ABSTRACT: This paper is grounded upon the following idea: analysing classroom situations makes it necessary to combine a set of four parameters, in order to sort out their complexity and their richness. These parameters are the epistemological aspects in the discourse, the form of the representations, the kind of discursive interactions, the kind of engagement of the participants in the situation. Methodological tools are proposed for articulating the various aspects. A particular situation is analysed, as an example, in accordance with the four dimensions. RESUMO: Este artigo trata da seguinte ideia: a analise de situacoes de sala de aula devem combinar uma conjunto de quatro parâmetros para desvendar a complexidade e a riqueza. Os parâmetros em questao sao os aspectos epistemologicos contidos no discurso, a forma das representacoes utilizadas, o tipo de interacao discursiva e as formas de engajamento dos atores na situacao. Ferramentas metodologicas sao propostas para construir a articulacao entre estes diferentes aspectos. Uma situacao e analisada, a titulo de exemplo, seguindo as quatro dimensoes.Este artigo trata da seguinte ideia: a analise de situacoes de sala de aula devem combinar uma conjunto de quatro parâmetros para desvendar a complexi dade e a riqueza. Os parâmetros em questao sao os aspectos epistemologicos conti dos no discurso, a forma das representacoes utilizadas, o tipo de interacao discursiva e as formas de engajamento dos atores na situacao. Ferramentas metodologicas sao propostas para construir a articulacao entre estes diferentes aspectos. Uma situacao e analisada, a titulo de exemplo, seguindo as quatro dimensoes.