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29 | 2017
La modélisation des savoirs dans les analyses didactiques des situations d’enseignement et apprentissage

Edited by Florence Ligozat and Christian Orange

The analysis of knowledge contents in teaching and learning situations can be considered as a true "marker" of didactic research. The modeling undertaken by the researchers takes various forms which can be linked to the problems tackled, the theoretical framework used and the knowledge involved. However, these modelings are not always thematised and studied for themselves. The aim of this issue is to explore the epistemological and methodological foundations that support the didactic analysis of teaching and learning situations in school contexts about different subject (French / language arts, history, physical and artistic education, mathematics and physics) and, more broadly, in educational and training settings.

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