Le concept de représentation en didactique des sciences : sa nécessaire composante épistémologique et ses conséquences
In science education, the notion of conception has necessarily an epistemological reference, despite coming initially from the psychology field. Based on the fundamental role of this notion in science education, we discuss in this paper its implementation and shows the difficulties met to avoid the...
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| Main Authors: | , |
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| Format: | Article |
| Language: | fra |
| Published: |
Nantes Université
2013-10-01
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| Series: | Recherches en Éducation |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ree/7934 |
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| Summary: | In science education, the notion of conception has necessarily an epistemological reference, despite coming initially from the psychology field. Based on the fundamental role of this notion in science education, we discuss in this paper its implementation and shows the difficulties met to avoid the different kind of reification. Then, from a specific didactic and epistemological framework (i.e., the problematization), we show how such a framework is involved in the renewal of issues related to conceptions. |
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| ISSN: | 1954-3077 |