Abstract
This article presents a part of a comparative analysis of teaching practices of two teachers during the implementation of a scientific awareness meeting whose purpose is the electrolysis of water for students aged 12 in sixth grade class base in the Tunisian educational system. This analysis is performed using the theory of joint action in didactics (JATD). The JATD has provided us with tools such as the determinants of didactic action that describe the action of teachers and try to understand their practices. Thus we have identified points of similarities and differences in the way each teacher to play the didactic play.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Educational Journal of the University of Patras UNESCO Chair
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
