DIDACTIQUE DES SCIENCES ET INTERACTIONS DANS LA CLASSE : QUELQUES LIGNES DIRECTRICES POUR UNE ANALYSE DYNAMIQUE

Abstract

This paper is grounded upon the following idea: analysing classroom situations makes it necessary to combine a set of four parameters, in order to sort out their complexity and their richness. These parameters are the epistemological aspects in the discourse, the form of the representations, the kind of discursive interactions, the kind of engagement of the participants in the situation. Methodological tools are proposed for articulating the various aspects. A particular situation is analysed, as an example, in accordance with the four dimensions.