Abstract
Didactic Engineering describes in detail the stages of connaissances construction within adidactic situations, yet it does not address the stages in which this connaissances becomes decontextualized and transformed into formal savoir. This imbalance between the adidactic and didactic components of savoir presents a challenge for teachers who aim to implement Didactic Engineering with regard to meaning as the connection between connaissances and savoir. In this theoretical essay, I will defend the hypothesis that institutionalization needs to be considered in the design and a priori analysis of Didactic Engineering.
Full Text
Published Version
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 call