The knowledge in postlab sessions

Rita Khanfour-Armalé (1) , Jean-François Le Maréchal (1)

1 ICAR - Interactions, Corpus, Apprentissages, Représentations

The aim of this research project is to better understand the way knowledge is at work during the postlab sessions during which teachers have the opportunity to point out the relevant knowledge that has been used during the laboratory session. We agree with Polman's claim (1999) that to foster science learning through projects and inquiry, teachers must play a complex role. But which role? Once we will be able to describe the postlab sessions, it will be possible to make hypothesis on their improvements and measure their effects on learning. This description is to be based on three axes: (i) the knowledge to be taught, (ii) the interactions between the teacher and the students and (iii) the objects (glassware, chemicals, texts) involved during the postlab session. Our research questions can be formulated as such: How can the status of the knowledge describe the kinds of phases organised (consciously or not) by the teacher? What kind of information does/can the teacher use during postlab sessions? Which parameters that describe postlab sessions may influence learning?

Mots clés: Chemical education; teacher; debriefing

Domaines: Education

Rita Khanfour-Armalé, Jean-François Le Maréchal. The knowledge in postlab sessions. 2006. ⟨hal-00375076⟩