Didactic Transposition Process Research Articles

Savoirs de référence : quelle transposition dans les contenus d’enseignement-apprentissage du FLE au secondaire algérien ?

Reference Knowledge: What transposition in the teaching-learning contents of FLE to Algerian Secondary School?
 To secure inclusion in FLE (French as a Foreign Language) school textbooks for secondary education, the scholarly knowledge embedded in the textual approach undergoes a dual process of transposition. Initially, this reference knowledge is externally transposed into curriculum material designed for teaching. This external transposition is succeeded by an internal transposition, where the transposed content becomes the subject of learning. This article aims to scrutinize the didactic transposition process of this knowledge. By tracking its integration into the teaching-learning materials of this educational cycle (curricula and textbooks), the study seeks to assess how the knowledge is valued and employed to foster authentic reading experiences. The investigation primarily involves examining the progression of this knowledge through synoptic tables and glossaries (1st, 2nd, and 3rd AS), coupled with an analysis of questions presented in the margins of the assigned texts. This dual approach facilitates a comprehensive understanding of how this knowledge is formulated and legitimized. A secondary objective is to gauge any disparities between the theoretical principles of transposition and their actual application in curriculum and textbook development. The study's findings shed light on the destiny of this reference knowledge and the constraints imposed by certain pieces of information on the construction of text meaning. Some knowledge, owing to its sheer volume, appears to have garnered more assured recognition, tending to stabilize effectively in practice. Conversely, the impact of other knowledge, derived from the same reference theories, remains ambiguous and does not consistently contribute to shaping the meaning of texts. Their current utilization suggests a marked simplification and resultant impoverishment during reading activities, reducing them to mechanical processes focused on a few textual elements. This often occurs without engaging in a critical examination of the textual content and the formulation of interpretations. Consequently, the study advocates a reassessment of the openness championed by this textual approach. It suggests reconsidering the legitimacy granted to various methods of accessing texts, emphasizing the need for a more nuanced and articulated approach.

Contributions of the inverted classroom methodology in the teaching-learning process of bioclimatic architecture

Education has changed thanks to technology. Therefore, more than sharing knowledge, the aim is to promote creativity through tools and methods. This paper aims at analyzing the suitability of the inverted classroom in the teaching-learning process of bioclimatic architecture in the context of a pandemic or traditional classroom teaching. The methodology has a qualitative approach, a non-experimental design, and an exploratory study. The results confirm that the students deduced the theoretical knowledge and competencies they would have received in a linear way in the traditional classroom. In conclusion, it is suggested that the difference between this teaching practice and a traditional one was in making the theoretical derive from the practical, activating a didactic transposition process that not only simplified knowledge but was based on generating transversalities from the variables involved in the learning process.

A Didactical Analysis of Teaching Practices Around Differentials Equations in Tunisian School Context

The teaching of differential equations is often viewed from an interdisciplinary perspective that justifies the rationale for this notion in the secondary cycle. The history of the teaching of this notion in the Tunisian educational system shows a diversity of approaches which seem to evolve in the direction of modeling extra-mathematical situations and dialectic between semiotics registers. This research is part of the anthropological theory of didactics and analyzes the didactic transposition process developed by the Tunisian institution around differential equations over successive reforms. Three dimensions of analysis were taken into account in this study: a historical-epistemological dimension which makes it possible to identify the dynamic nature of the notion of differential equation through the stages of its constitution and to determine its meaning through the problems addressed in teaching and their development, an institutional dimension addressed by ecology and praxeology analyses based on the programs and official textbooks. Current institutional practices allow us to glimpse a dynamic at scale relating to the teaching of this notion. This aspect is nourished by sets of frameworks, flexibility between registers and interdisciplinary praxeology mobilized upstream and downstream of the work of algebraic resolution. Professional entry allows us to question the constraints for their effective implementation in classes. This dimension is analyzed from ten student notebooks considered as a first revealer of teaching practices in terms of resistance or change. This analysis of the notebooks make it possible to discover the main characteristics of the institutional relationship. The result of the analysis shows that the personal relationship of teachers perceived through the analysis of their didactic preparation with the object of knowledge differential equations, is not suitable to institutional relationship with this same object of knowledge.

Divisão de Números Naturais: do saber previsto ao saber efetivamente ensinado em classes do Ensino Fundamental

Esse artigo é recorte de uma pesquisa de mestrado acadêmico que adota a noção de transposição didática de Yves Chevallard e objetiva analisar aspectos relacionados ao processo de transposição didática interna da operação de divisão de números naturais no Ensino Fundamental. Para subsidiar a análise das aulas de Matemática de três professores, foi realizado um estudo dos documentos legais do Brasil e do Estado de Pernambuco, análise de livros didáticos para o 4º, 5º e 6º anos e entrevistas com os professores que atuam nesses anos escolares. Nas aulas, o foco de análise foram os diferentes significados da divisão, os procedimentos de cálculo, o tratamento dado ao resto e à interpretação dos resultados obtidos, abordados ou não nas aulas observadas. Ao comparar o saber previsto para ser ensinado e o saber efetivamente ensinado verificou-se mudanças, deformações e lacunas, que poderiam acarretar dificuldades no processo de aprendizagem da operação. Palavras-chave: Transposição Didática Interna. Divisão de Números Naturais. Prática Docente.

COMPLEXIDADE GENÉTICA E A EXPRESSÃO DA COR DA PELE, COR DOS OLHOS E ESTATURA HUMANA: TRANSPOSIÇÃO DIDÁTICA

A ciência Genética está em constante expansão; todavia, a genética ensinada na escola não pode ser considerada somente como uma simplificação do conhecimento produzido pela Ciência. Ela é também resultado de valores e práticas. Assim, o objetivo desta pesquisa foi analisar a transposição didática no que se que refere à expressão da cor da pele, cor dos olhos e estatura humana nos livros didáticos brasileiros e portugueses, bem como no Caderno do Aluno do Estado de São Paulo. Dos livros didáticos de Biologia para os diversos períodos do Ensino Médio brasileiro e Ensino Secundário português, foram analisadas doze coleções recentes: nove coleções brasileiras e três coleções portuguesas. O conteúdo dos livros foi comparado com o conhecimento da literatura de referência para a área da Genética. Neste estudo, foram considerados como literatura de referência alguns artigos científicos atuais e livros acadêmicos utilizados nos cursos de formação de professores. A influência de conhecimentos, valores e práticas sociais nesse processo de transposição didática foi também analisada. Os resultados apontam que a maioria dos livros analisados está próxima da referência ao falar sobre a determinação poligênica das características analisadas. Mais da metade dos materiais analisados menciona a influência do ambiente na determinação da cor da pele e da estatura. Foram também identificados valores e práticas que possivelmente influenciaram no processo de transposição didática desta temática, tais como: 1) a preocupação em evitar uma visão determinista da Genética; 2) a prática de matematizar a Biologia; 3) a prática dos autores em seguir orientações curriculares; 4) a prática e a preocupação com as avaliações de livros didáticos; e 5) a preocupação de evitar preconceitos em uma população composta por diferentes grupos étnicos.

Didactic transposition from scholarly knowledge of mathematics to school mathematics on sets theory

A study was conducted to analyze the didactic transposition process on sets theory. Specifically, this study aimed to analyze the transposition of knowledge on sets theory from scholarly mathematics to school mathematics. This study was a phenomenology study. algebra textbooks, the 2013 curriculum and school mathematics textbooks were sources of data in this study. The analysis of didactic transposition process used descriptive analysis. The results of this study show that there was a transposition of knowledge in the concept of the set from scholarly mathematics to school mathematics. The transposition of knowledge occurs in the structure and form, and context, but not in sequences. In context, the transposition of knowledge to the concept of the set can be seen from how the concept of the set is built. In scholarly mathematics, the concept of sets is built from abstract formulas. Whereas in school mathematics, the concept of a set is built from concrete formulas, to later obtain semi-concrete and abstract formulas. Structurally and formally, the transposition of knowledge can be seen from the presentation of concepts. Whereas in sequence, there was no transposition of knowledge to the concept of sets.

A transposição didática na elaboração de um objeto de aprendizagem no GeoGebra

Resumo: O objetivo deste trabalho é descrever como questões da teoria da Transposição Didática estão presentes na construção de um Objeto de Aprendizagem no GeoGebra e algumas contribuições disso na Educação Matemática com Tecnologias Digitais. Para isso, apresenta-se o que se compreendem como Objetos de Aprendizagem e os diferentes processos e ações no processo da Transposição Didática. Na sequência, descreve-se como essas questões teóricas estiveram presentes na elaboração do simulador, o qual é compreendido como um Objeto de Aprendizagem. Na descrição, evidenciou-se que parte dos processos e ações da Transposição Didática estiveram presentes na elaboração, mesmo que ele não tenha sido idealizado à luz desta teoria. Neste sentido, conclui-se que na utilização das Tecnologias Digitais na Educação da Matemática é possível perceber características da Transposição Didática. 
 Palavras-chave: Transposição Didática; Objeto de Aprendizagem; GeoGebra.

Produção de sequência didática com base no gênero infográfico em língua inglesa: um olhar para o processo de transposição didática

Este trabalho é parte de uma pesquisa de doutoramento cujo objetivo geral consiste em investigar se e em que medida acontece o desenvolvimento de professores de Língua Inglesa da Rede Pública do Estado do Paraná ao participarem de uma Sequência de Formação - SF, alicerçada nos pressupostos teórico-metodológicos do Interacionismo Sociodiscursivo - ISD, no ensino de línguas por meio de gêneros de texto e no procedimento Sequência Didática - SD. Neste artigo, traçamos um paralelo entre a SD elaborada por uma professora participante da SF e as dimensões ensináveis do gênero de texto infográfico, com vistas a analisar como se deu o processo de transposição didática externa do referido gênero e quais indícios de desenvolvimento podem ser percebidos nesse processo de produção docente. Os resultados destacam a importância de que o professor conheça profundamente o gênero de texto com o qual irá trabalhar, para que possa realizar adequadamente o processo de transposição didática. Para tanto, o modelo didático do gênero, bem como a SD com a qual irá conduzir o processo de ensino e aprendizagem são elementos mediadores que podem colaborar com esse processo de entendimento do professor, especialmente, quando ele mesmo os elabora. Essa ação de elaboração de material didático, em nosso caso a SD, sendo constitutiva de um processo mais amplo de formação – a SF pode contribuir para a criação de novas zonas de desenvolvimento proximal no professor participante – fator essencial rumo ao desenvolvimento profissional do docente.

Comparing the Lower Secondary Textbooks of Japan and England: a Praxeological Analysis of Symmetry and Transformations in Geometry

This study is aimed at comparing the content in mathematics textbooks from Japan and England, focusing on symmetry and transformations at the lower secondary level. We adopted the concept of praxeology, a main construct of the Anthropological Theory of the Didactic (ATD). Using the ATD framework, our approach regarded textbooks as an empirical source which can reveal knowledge to be taught in the didactic transposition process. The praxeological analysis results indicated that symmetry and transformations in the Japanese textbooks were strongly influenced by the teaching of geometric proofs, while transformations in the textbooks from England had many connections to other contexts or contents across domains. These findings suggested the ways in which the knowledge of symmetry and transformations is differently situated in the two countries’ textbooks in terms of different praxeological organisations. We further discussed our findings for elaborating the theoretical and methodological aspects of this study, which can potentially contribute to future research on textbooks in mathematics education.

Can Didactic Transposition and Popularization Explain Transformations of Genetic Knowledge from Research to Classroom?

We will attempt a synthesis from various research perspectives that have analyzed the alterations that knowledge inevitably goes through while percolating into classroom activities. We will try to identify some of their causes and will illustrate them with examples in genetics. First, we will discuss some research on knowledge transformation when genetics knowledge is popularized (Staerkle and Clemence 2002), to show how knowledge is transformed in specific predictable manners as it moves from experts to general public. Then, we will draw from a large body of (French) research in didactic transposition (Chevallard 1991) in order to highlight what knowledge characteristically thrives or is lost as it percolates into school practice and learner’s knowledge. We will then draw from Huberman’s (Science Communication, 4(4), 478–510, 1983) analysis of knowledge use in schools the specificities of knowledge that teachers effectively use. All three perspectives reveal that cognitive and social environment are crucial determinants of what knowledge will be found in schools. An ecological metaphor explains how different cognitive environments from research into education favor knowledge adapted to specificities of this ecosystem. This transposition of knowledge is therefore not decay but inescapable and necessary. Ignoring this transposition has considerably reduced the effectiveness of many educational reforms. We will combine these three to propose an evolutionary perspective that could inform ways of expressing research into educational recommendations fed into the system to optimize the didactic transposition process.

2. On the Educational Potential of Folk Dance

Abstract Folk dance, described in Folkloristics through notions like traditional dance, or, more often, folk choreography, refers to a specific domain of traditional spirituality, and is the third major component of folklore, alongside traditional literature/literary folklore and traditional music/musical folklore.The relation between folk dance and the Romanian education system is a long-lasting one, having taken various forms and degrees of intensity, as this folklore category offers resources and contents that have been used, and still are, in the education of children, youth, and adults. This article refers to the basic components of folk dance distinguished in Ethnochoreology which can offer useful contents to the process of didactic transposition at different levels of education in the Romanian school.

Bildung and subject didactics: exploring a classical concept for building new insights

In the beginning of the 19th century, Humboldt defined Bildung as both process and product of the developing person. In this contribution we discuss how this classical concept may be used for defining subject didactics. We use two complementary approaches to answer it: a historical analysis, and the construction of a theoretical model. 1) Presenting results of a historical research on the process of didactic transposition of grammar in the 19th century, we show that Bildung seems to function as one driving force among others. 2) In reflecting on the respective signification of “learning” on the one hand and “Bildung” on the other hand, it is possible to define three levels of outcomes which (school) subjects have on persons who learn, Bildung being a not necessarily intended, but potential one. Both approaches show that Bildung is indeed a concept that can be used for doing research in subject didactics and for conceiving them as a whole, with a common core and with many differences between individual subject didactics at the same time.

Constructing Music History in the Classroom

The paper focuses on some aspects of the teaching-learning of Music History in the school education system. It concentrates upon contents, strategies and methods of teaching transposition of historical and musical knowledge as a training model for music education oriented on the comprehension of music as culture. Based on this branch of teaching’s model, epistemological assumptions are discussed and relied to various degrees of education, considering also the challenges that the teacher faces in the didactic transposition process of topics.

A linguagem construindo/ constituindo/ consolidando o trabalho docente: o que revelam os modos de dizer sobre o agir do professor?

Tomando o trabalho docente como objeto de interesse da Linguística Aplicada, analisamos as representações de uma professora acerca de sua prática docente. Do confronto entre o plano de trabalho e sua implementação, objetivamos depreender qual a consciência que emerge sobre o seu agir. Logo, constituem parâmetros de observação a sequência didática descrita no plano de atividades elaborado pela professora e o relato de experiência destinado à avaliação de suas ações, cujos pontos contemplados incidem na escolha do tema da aula, dos instrumentos didáticos bem como nos con itos vivenciados no processo de transposição didática. Desse modo, o objeto de análise compreende o relato de experiência escrito pela professora em relação ao estudo do gênero “artigo de opinião” numa turma do 9o ano do ensino fundamental. Apoiamo-nos na visão de atividade docente defendida por Clot (2007), Amigues (2004) e Bronckart (2009). Na análise da con guração do agir, consideramos as guras de ação (BULEA; FRISTALON, 2004), o que nos permitiu identi car motivos e metas para agir, adequação de recursos e con itos enfrentados. Não obstante as di culdades reveladas pela professora, depreendemos autonomia no seu agir, ao delimitar o conteúdo conforme a necessidade da turma e ao pensar em alternativas para dinamizar o trabalho, o que re ete o conhecimento teórico- metodológico adquirido na formação. A não concretização de atividades planejadas evidencia, ainda, que o trabalho real con gura-se como uma prática enigmática.

A TRANSPOSIÇÃO DIDÁTICA DO CONTEÚDO DE REAÇÕES ORGÂNICAS

The didactic transposition process can be understood as a set of changes that know- ledge suffers, the academic sphere (scientific knowledge) to the school environ- ment, in two stages: external (produces the knowledge to be taught) and internal (produces taught to know). In this work, initially analyzed the external phase of transposition, noting changes that knowledge suffers until you reach the classroom, to the content of organic reactions. Next, we seek to identify the relationship of three high school teachers with this content, using interviews, searching for eviden- ce of intramural work of the classroom, in the internal stage of the transposition. We observed the changes in didactization process: didactic creations, deletions and deformations. Teachers work organic reactions with reduced time, accepting the changes, and in some cases, performing new actions, but ignoring the im- portance of recontextualization and repersonalization processes of knowledge

La enseñanza monumentalista y utilitarista de las causas de la biodiversidad y de las estrategias para su conservación: un estudio sobre la transposición didáctica de los manuales de la Educación Secundaria española

Resumen:Este trabajo estudia la presencia y complejidad en el tratamiento de las causas de la biodiversidad y de las razones para su conservación que realizan manuales escolares de la Educación Secundaria de España. Para ello, se determinó el ámbito conceptual y axiológico que define la comunidad de expertos, se examinó el tratamiento propuesto en el currículo español y se analizaron 50 manuales escolares (27 de la Educación Secundaria Obligatoria –ESO – y 30 del Bachillerato). Los resultados mostraron que el proceso de transposición didáctica vuelve monumentalista la enseñanza de la biodiversidad, ya que olvida las razones de su existencia, y se enriquece de connotaciones biologicistas y utilitaristas sobre los motivos de su conservación, dejando de lado las dimensiones éticas, filosóficas y culturales. Además, el tratamiento de los manuales escolares de las causas y conservación de la biodiversidad reveló una marcada distancia de lo señalado en el currículum de España.

Enseñar formulación. Unos comentarios a los comentarios

This paper analyzes the comments that were published (Olivares Campino, 2014) in response to a previous article of mine on the teaching of chemical formulation in the secondary school classroom (Fernandez Gonzalez, 2013). It highlights the disparity between the science teaching approach in my article and the discipline-oriented approach in the comments responding to my article. The author of the response interprets the differences between the two approaches as errors when these differences actually stem from a process of didactic transposition that adapts expert knowledge to the needs of secondary school students. This paper defends the coherence of my proposal for the teaching of chemical formulation, which is based on the historical atomic model and the concept of valence. This proposal is thus a science classroom model, which can change and evolve as the student reaches higher academic levels. Without a single reference to PCK, the response to my article mainly focuses on aspects related to norms and standards as well as to the discipline itself. This paper satisfactorily addresses these criticisms and underlines that formulation is a means of learning Chemistry and should not be conceived as an end in itself.

Diário íntimo: fonte de pesquisa e instrumento pedagógico

This article discusses the possibilities of using intimates diaries in primary and secondary education, not only as a source of research, but also as an educational tool, enriching the process of didactic transposition of academic research to the classroom. It is a reflection on the wrapper of sincerity that characterizes personal records that can involve the teacher-researcher in the aura of strength, conviction and veracity of writing itself. Aware of these limitations, we present some excerpts from intimates diaries published, examining how they can be used in the classroom, depending on the teacher's ability to realize them issues related to the content discussed in their respective disciplines. Given the social dimension of intimates diaries, it is important to notice that these supports record the dialogue of an individual with his time and place, can articulate issues in various interdisciplinary approach, with the possibility of having access to a different view of certain historical facts compared with that found in official historical sources.

Oriki em salas de aula da cidade de São Paulo

This is a report about the process of didactic transposition carried by Ivan da Silva Poli and also about his difficulties in this work of concretization of ...

O gênero artigo de opinião: diagnóstico e intervenção na formação inicial de professores de português

Este trabalho, vinculado ao grupo de pesquisa "Interação e escrita no ensino e aprendizagem" (UEM/CNPq), à luz da Lingüística Aplicada, na perspectiva sócio-histórica da linguagem, tem dois objetivos principais: apresentar um diagnóstico sobre o gênero artigo de opinião realizado com estagiários de língua portuguesa do curso de Letras de Universidade Estadual de Maringá (UEM), evidenciando as dificuldades de transposição didática do gênero em questão, e refletir sobre a proposta de intervenção realizada por duas professoras formadoras. Como corpus da investigação utilizamos o plano de aula de uma dupla de estagiários elaborado para a segunda série do Ensino Médio. A experiência evidenciou a ausência da internalização, por parte dos alunos, de conceitos e saberes referentes a teorias enunciativas, o que dificulta o processo de transposição didática. Nesse sentido, a seqüência didática (SD) elaborada pelas professoras formadoras foi uma ferramenta de trabalho essencial para a alteração do diagnóstico inicial.