Abstract
This communication reports on a case study based on a discourse analysis in an ordinary classroom, at grade 8 in a lower secondary school in France, during a teaching sequence in elementary optics. It focuses notably on two parts of two sessions in the sequence, where the teacher is using a computer-based simulation. In the first session, the light is presented as a set of light rays that are converging or diverging after passing through a converging or diverging lens; in the second session the eye is presented as an optical system using a lens, the focal length of which is variable.
The teacher’s discourse is analysed from a threefold point of view: the modelling processes, the conversions between several semiotic registers and the affordances or learning opportunities offered to the students. The analysis focuses in particular on the weaving relationships between these sessions and previous activities in the teaching sequence. From all these viewpoints, the use of an ICT (information and communication technology) tool offers new learning opportunities to the students or strengthens learning opportunities already offered.
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Notes
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See the current version at http://pegase.inrp.fr/theme.php?rubrique=1&id_theme=57
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Cabri allows a ‘direct manipulation’. It is a way to show students various proprieties of transformations immediately.
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Acknowledgements
We wish to express our gratitude to the teacher (Fabien) who agreed to be recorded and to the researcher (Karine Robinault) who facilitated our access to the experimental field.
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El Hage, S., Buty, C. (2014). Weaving Relationships in a Teaching Sequence Using ICT: A Case Study in Optics at Lower Secondary School. In: Bruguière, C., Tiberghien, A., Clément, P. (eds) Topics and Trends in Current Science Education. Contributions from Science Education Research, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7281-6_13
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