Abstract
We propose an analysis of the interface of learning environments in the domain of physics from an epistemological point of view. In particular we consider that the construction of meaning needs to take into account three main levels: theory, model and experimental field. Even in everyday contexts, we use a “theoretical positioning” to interpret the perceived facts. In that perspective, the distance between the learners’ constructed meaning from the “forms of expression” at the interface (Hutchins & al.) and the meaning from the learning environment point of view which underlies its response to the learners’ action is analysed.
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Tiberghien, A. (1992). Analysis of Interfaces from the Points of View of Epistemology and Didactics. In: Tiberghien, A., Mandl, H. (eds) Intelligent Learning Environments and Knowledge Acquisition in Physics. NATO ASI Series, vol 86. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-84784-4_13
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DOI: https://doi.org/10.1007/978-3-642-84784-4_13
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