La théorie de la transposition didactique: un outil conceptuel pour décrire les savoirs grammaticaux élaborés en classe par les élèves
The aim of our research is the description of the grammatical knowledge elaborated by students in the course of verb agreement instruction. This description is achieved through the analysis of the role played by the interactions between the three poles of the didactic triangle (student, teacher and...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | CA EN ES FR |
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Universitat Autònoma de Barcelona
2012
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| Acceso en línea: | https://doaj.org/article/d4d1ed4cedd64a1b8f20ad504d8e1a0f |
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| Sumario: | The aim of our research is the description of the grammatical knowledge elaborated by students in the course of verb agreement instruction. This description is achieved through the analysis of the role played by the interactions between the three poles of the didactic triangle (student, teacher and content) in the construction of the content taught.
Chevallard’s theory (1985/1991) of didactic transposition constitutes the cornerstone of our work. The concepts of external didactic transposition (content to be taught) and internal didactic transposition (content actually taught) will be used to analyze didactical interactions. As a conceptual instrument, we use the pair chronogenesis/topogenesis to describe the transition from content to be taught to content actually taught and learned.
This article focuses on the conceptual and methodological aspects associated with the study of didactic interactions in the classroom; results will be presented only in order to illustrate our approach, which lies within the theoretical framework of the didactic transposition theory.
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