Appropriation de nouvelles ressources d'enseignement par des professeurs de physique-chimie en seconde

Abstract : This article deals with the question of the appropriation by physics-chemistry teachers of new resources for the teaching of a sequence on the mechanics in secondary school. The resources were built by groups of researchers and teachers within the framework of an approach of research and development engaged for several years. We propose a theoretical framework based from the theory of the activity instrumented by Leontiev and by approaches in didactics of the mathematics to analyze this process of appropriation. The methodology is widely founded on the video recordings analysis of: 1) the activity of three teachers who meet regularly between the sessions of teaching to appropriate these resources and discuss their choices of implementation in their class; 2) the activity of one of these teachers in his class, with his student. The results show that teachers recognize the feasibility of the implementation of these resources in a class, however they show teachers' difficulty of understanding the epistemological choices of the designers.
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Laurent Jeannin, Laurent Veillard, Andrée Tiberghien. Appropriation de nouvelles ressources d'enseignement par des professeurs de physique-chimie en seconde. RDST - Recherches en didactique des sciences et des technologies , ENS Éditions, 2010, pp.267-292. ⟨hal-00965209⟩

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