Design tools in didactical research : instrumenting the epistemological and cognitive aspects of the design of teaching sequences

Abstract : European programs of design research have developed distinctive types of apparatus to structure and support the process of didactical design. This article illustrates how intermediate frameworks and design tools serve to mediate the contribution of grand theories to the design process, by coordinating and contextualizing theoretical insights on the epistemological and cognitive dimensions of a knowledge domain for the particular purposes of designing teaching sequences and studying their operation. The development and analysis of intermediate frameworks and design tools of these types provides a promising approach to establishing a public repertoire of theoretically informed apparatus for didactical design. (http://www.aera.net/uploadedFiles/Publications/Journals/Educational_Researcher/3805/329-342_06EDR09.pdf)
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Article dans une revue
Educational Researcher, SAGE Publications, 2009, 38(5), pp.329-342
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https://hal.archives-ouvertes.fr/hal-00699767
Contributeur : Jerome Zeiliger <>
Soumis le : lundi 21 mai 2012 - 15:27:21
Dernière modification le : lundi 11 février 2019 - 11:10:03

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Kenneth Ruthven, Colette Laborde, John Leach, Andrée Tiberghien. Design tools in didactical research : instrumenting the epistemological and cognitive aspects of the design of teaching sequences. Educational Researcher, SAGE Publications, 2009, 38(5), pp.329-342. 〈hal-00699767〉

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