Andrée Tiberghien

• PhD
• École Normale Supérieure de Lyon

DESCRIPTION Science teaching practices have not been systematically reviewed in the scientific literature, and when they have been addressed, it has been in relation to the study of specific issues such as the implementation of pedagogical approaches, sequence design, the effects of training plans, etc. This chapter takes another view by focusing o...

Le projet développé dans le cadre de l’Institut Carnot de l’Éducation Auvergne-Rhône-Alpes a permis de proposer des ressources pour aider, d’une part, les professeurs à prendre conscience des implicites qui peuvent faire obstacle aux apprentissages et, d’autre part, les élèves à mieux cerner le contrat didactique, les méthodes pour apprendre et les...

This chapter provides an overview of what we can learn from the PISA data. The first contribution explores some of the insights from analyses of within country data. The next two question the validity of some of the findings. The second contribution uses the French data to explore how certain features of the PISA items are problematic while the thi...

La recherche étudie les effets d’une évaluation mutuelle entre pairs sur l’autorégulation des apprentissages. Le contexte est celui d’une séquence de physique dispensée auprès d’élèves de l’enseignement secondaire. Les cadres théoriques issus de la didactique et de la régulation des apprentissages scolaires nous permettent d’analyser le contexte da...

La recherche étudie les effets d’une évaluation mutuelle entre pairs sur l’autorégulation des apprentissages. Le contexte est celui d’une séquence de physique dispensée auprès d’élèves de l’enseignement secondaire. Les cadres théoriques issus de la didactique (Sensevy, 2011 ; Tiberghien et Venturini, 2015) et de la régulation des apprentissages sco...

This study focuses on the teachers’ predictions of the students’ performances – in particular the middle-low achievers – while solving tasks testing inquiry competencies. The tasks come from PISA science. More specifically we study science teachers’ predictions for several aspects: levels of difficulty of the tasks, the potential sources of difficu...

Ce texte présente une analyse des productions de ressources d’enseignement associées au développement du site PEGASE sur plusieurs dizaines d’années. Nous présentons une analyse réflexive de ces productions, en abordant la question des liens entre les activités de recherche et celles de conceptions de ressources utilisables directement par l’enseig...

The aim of this study is to better understand how teachers use various embodied semiotic modes – speech, gestures, gaze, and proxemics – when they present scientific content to the entire class. To analyse the multimodal practices of these teachers, we integrated the social semiotic theory of multimodality and the joint action theory in didactics....

This paper develops both a method to analyze the didactic contract involving different timescales and the description of the contract associated to a teaching sequence in physics education at grade 10. In our analyses we use the joint action theory in didactics and its usual concepts (contract, milieu, transaction and game), and we chose to associa...

The resources presented in this chapter are based on video presenting a variety of practices. This design is based on classroom videos, collected as data in research studies on science classroom practices in relation to students’ learning. The first part of the chapter will present the analysis of a 10th grade physics classroom during a teaching se...

Inquiry activities generate rich opportunities for STEM learning and for assessment. When teachers pay attention to assessment information collected during the course of learning, they are able to interpret and make decisions about such assessment data in a timely fashion that can drive future planning and support student learning, for example thro...

This chapter characterises the two key purposes of assessment, formative and summative, within a general model of assessment of student learning. It discusses reliability and validity issues in relation to the two purposes and considers formative and summative purposes as related and can be brought together in developing a dependable approach to su...

This chapter reports the results of three research studies on peer assessment carried out in different countries where it is an unusual practice (France, Switzerland, and the Czech Republic). The three research studies focus on different competences and different disciplines (sciences and mathematics), but they all involve inquiry-based approaches...

It is quite exceptional, if it ever happens, that a new conceptual domain be built from scratch. Usually, it is developed and mastered in interaction, both positive and negative, with other more operational existing domains. Few reasoning mechanisms have been proposed to account for the interplay of different conceptual domains and the transfer of...

In this paper, we account for a way of modeling classroom practices from a didactic point of view in the case of the teaching of physics. Then we draw certain proposals for a comparative analysis of school practices. Our modeling is based on a pragmatic approach of classroom practices. In a first step, the Theory of joint action in didactics is suc...

The understanding of what makes a question difficult is a crucial concern in assessment. To study the difficulty of test questions, we focus on the case of PISA, which assesses to what degree 15-year-old students have acquired knowledge and skills essential for full participation in society. Our research question is to identify PISA science item ch...

The understanding of measurement is related to the understanding of the nature of science—one of the main goals of current international science teaching at all levels of education. This case study explores how a first-year university physics course deals with measurement uncertainties in the light of an epistemological analysis of measurement. The...

This chapter aims to present and discuss concepts that help researchers to characterise a class as a group. We selected the concepts of didactic contract and milieu in the framework of the Joint Action Theory in Didactics (JATD) that is related to theory of didactic situation. We present examples of how to use these concepts to analyse two classroo...

In France, PISA science 2006 shows a high proportion of students who are not able to understand and solve PISA’s easiest tasks. In this context, the aim of our study is to investigate answering strategies that low achievers develop while solving PISA items. We chose a case study methodology, collecting videotaped data from 15-year-old students from...

This methodological study is focused on the development of a microscopic analysis from video recordings of physics classes in relation to an analysis at mesoscopic scale. The microscopic scale corresponds to a few seconds and the mesoscopic one to moments of a teaching session of the order of minutes or dozens of minutes. The choice of a pragmatic...

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This paper deals with the joint construction of knowledge by the teacher and the students in a physics classroom. It is focused on the status of epistemic certainty/uncertainty of knowledge. The same element of knowledge can be introduced as possible and thus uncertain and then evolve towards a status of epistemic certainty; the status of other ele...

In this chapter theoretical frameworks and methodological approaches for the study of physics and chemistry teaching and learning practices are illustrated through the use of three studies. These studies, based on the analysis of videotaped classroom discourse and actions, concern conceptual change, students’ meaning making, and inquiry based scien...

In France, PISA science 2006 globally indicated a score about the average, and a particularly high proportion (compared to OECD average) of students at or below level 1, meaning that students are not able to use scientific knowledge to understand and do PISA's easiest tasks. The aims of this project are to investigate links between students' perfor...

This book is the first volume in a new series Contributions from Science Education Research, created by Springer in partnership with ESERA in July 2012. Our goal is to publish at least one volume per year in this series:

An Agentive and Social Conception of KnowledgeWhat is the meaning of knowledge? We think that any educational endeavor rests on a conception of what knowledge is. This conception may be explicit or tacit, but we argue that it shapes the way educational processes unfold and the conception in turn is shaped by these educational processes.In this shor...

This book features 35 of the best papers from the 9th European Science Education Research Association Conference, ESERA 2011, held in Lyon, France, September 5th-9th 2011. The ESERA international conference featured some 1,200 participants from Africa, Asia, Australia, and Europe as well as North and South America offering insight into the field at...

This book features 35 of the best papers from the 9th European Science Education Research Association Conference, ESERA 2011, held in Lyon, France, September 5th-9th 2011. The ESERA international conference featured some 1,200 participants from Africa, Asia, Australia, and Europe as well as North and South America offering insight into the field at...

This article presents an analysis of a physics classroom session, the 8th of the school year, with the whole class. This session takes place after a half class session devoted to laboratory activities. This analysis, based on the theory of joint action, accounts for the way the knowledge, considered as objects of transaction between teacher and stu...

The use of video recordings as data in research studies in science education began in the 1970s. After almost thirty years, this use is widespread among researchers; video is included in regular research practice. However as any "new instrument", video has modified researchers' practice to the extent that the nature of information given to research...

This article deals with the application of new physics syllabi in collège. The authors first present their main characteristics and then provide a didactical analysis of a lesson taught by a young teacher in his early teaching years. This lesson is based on an investigation approach, one of the major components of the syllabi reform. Joint action t...

En France, l’enseignement de l’énergie évolue en tenant davantage compte des débats de société. Ceci influence les savoirs disciplinaires et les situations convoqués, et pose des questions à la théorisation de la conception de ressources. La théorisation développée dans le cas d’un enseignement disciplinaire, autour du triangle Savoir–Enseignement–...

This case study was carried out in the inital teachers'training Framework. It investigates how physics abd chemistry teachers analyse video extracts of students recorded in classroom Turing inquiry-oriented activities. The selected extracts allow the teachers to study the Turing inquiry-oriented activities. The selected extracts allow the teachers...

In literature, several processes have been suggested to describe conceptual changes being undertaken. However, a few parts of studies analyse in great detail which students' learning processes are involved in physics classes during teaching, and how they are used. Following a socio-constructivist approach using tools coming from discourse analysis,...

Este estudio de caso se sitúa en el ámbito de la formación inicial de maestros. Examina cómo profesores de física-química analizan extractos de videos de alumnos, grabadas en una clase durante una actividad de investigación científica. Los extractos seleccionados para esta formación permiten estudiar los conocimientospuestos en práctica por los alu...

Cet article concerne la mise en œuvre des nouveaux programmes de sciences physiques au collège. Après leur brève caractérisation, il propose une analyse didactique d’une séance d’enseignement menée par un jeune enseignant en début de carrière. Cette séance est fondée sur une démarche d’investigation, un des éléments les plus importants apparus lors...

The use of video recordings as data in research studies in science education began in the 1970s. After almost thirty years, this use is widespread among researchers; video is included in regular research practice. However as any “new instrument”, video has modified researchers’ practice to the extent that the nature of information given to research...

This work is situated in didactics of science, in a perspective of research-based design of teaching resources. In the first part, we present a specific theory (the theory of the two worlds) and the associated design tools drawn from more general theories on learning and epistemology in the field of physics, as well as from teachers’ experience. Th...

The students motivation to learn and study sciences is investigated using a methodology allowing to detect statistically typical profiles among a sample of individual profiles of responses obtained from 552 French students (grade 9, 10 and 11) answering to a closed questionnaire interrogating attitudes about science in general and at school. The ty...

Introduction: Adopting a conceptual change perspective yields information not only about the organization of students' conceptions and the mechanisms behind their changes, but also about the most effective teaching interventions for promoting conceptual change. In experimental science, modelling constitutes a basic activity for acquiring and using...

This article tackles the problem of how physics and chemistry teachers appropriate new resources for a teaching sequence in mechanics in 10th grade. These resources have been conceived by a team of researchers and teachers in the framework of a research and development programme that has been on for several years. We offer herein a theoretical fram...

This paper deals with the relationships between classroom and students’ acquisitions. Firstly, we analyse the approaches taken by most of these studies where causality is established between the classrooms, viewed as opportunities to learn and the students’ performances. Then we present our approach based on the didactic theory of joint actions of...

Design-based research, and particularly its theoretical status, is a subject of debate in the science education community. In the first part of this paper, a theoretical framework drawn up to develop design-based research will be presented. This framework is mainly based on epistemological analysis of physics modelling, learning and teaching hypoth...

European programs of design research have developed distinctive types of apparatus to structure and support the process of didactical design. This article illustrates how intermediate frameworks and design tools serve to mediate the contribution of grand theories to the design process, by coordinating and contextualizing theoretical insights on the...

This chapter investigates the supportive role of new technologies in science learning. The first part presents the theoretical underpinnings of technology-enhanced learning (TEL) in science, framing TEL in the context of current sociocultural view of science learning as inquiry. The second part discusses the potential of TEL, which is organized aro...

This chapter describes the historical development of the educational systems in the Maghreb countries (Morocco, Algeria, Tunisia and Mauritania) from independence until the present. This is followed by a detailed description of education in Morocco with special attention to the different waves of reform in science education, school organization, an...

Les connaissances dites naïves se développent dès la prime enfance au contact du monde. Il est important, voire fondamental pour les apprentissages, de les identifier et de cerner leur impact sur les processus cognitifs ultérieurs. Comment se construisent-elles ? Font-elles obstacle à l’acquisition de notions scientifiques ou peuvent-elles la faci...

This commentary on Roth, Lee, and Hwang’s paper aims at analysing their theoretical approach in terms of its object of study, and the aspects that are brought to the fore, like the cultural activity of conversation, and those that are overshadowed, like the role of the material world and its perception on learning. This analysis, developed on the b...

Models and modeling are a major issue in science studies and in science education. In addressing such an issue, we first propose an epistemological discussion based on the works of Cartwright (1983, 1999), Fleck (1935/1979), and Hacking (1983). This leads us to emphasize the transitions between the abstract and the concrete in the modeling process,...