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11 | 2015
Les cadres théoriques et méthodologiques

Theoretical and methodological frameworks
Edited by Christian Orange and Yann Lhoste

The theme of this issue aims at discussing the choice of theoretical and methodological frameworks in science and technology education. Although this issue cannot give a complete overview of the structure of research in the field of science and technology education, the four papers presented here reflect the diversity of the research subjects in this field (teaching practices, efficient practices, description of teaching-learning situations, working the obstacle), the diversity of theoretical frameworks built by researchers (working the obstacle, the joint action theory in didactics, problematization) and loans made to other disciplines (such as the work done in Language Sciences). These articles thus will help readers to understand:

- How the same object (description of scientific debates around geological objects) can be studied from two different theoretical frameworks and how this allows to initiate a working comparison between these frameworks;

- How new research questions (the variety of time scales to consider to describe the teaching-learning situations and the issue of the links between these scales, efficient practices, etc.) lead to the construction of new theoretical and methodological elaborations or a reevaluation of some works with a shift in viewpoints made necessary by the setting of a dialogue between Anglo-Saxon and Francophone traditions in the field of science education;

- How the analysis of a scientist’s work can contribute to document the work of epistemological obstacles.

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