Abstract
This address is focused on the actual impact of research-based suggestions on teacher practice. It envisages the transformations that teachers are likely to effectuate on teaching strategies that they are led to implement. It is argued that some decisive elements for a resonant interaction between teachers and researchers are situated at the micro-level of “critical details”. The designing of a sequence, the way it is evaluated and the corresponding training are discussed from this viewpoint.
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STTIS (“Science Teacher Training in an Information Society’) is a research project founded by EU, DG XII, within the framework of the TSER programme (coord. R. Pinto, UAB, Barcelona), http://www.blues.uab.es/~idmc42
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Viennot, L. (2003). Relating Research in Didactics and Actual Teaching Practice: Impact and Virtues of Critical Details. In: Psillos, D., Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G., Kallery, M. (eds) Science Education Research in the Knowledge-Based Society. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-0165-5_40
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DOI: https://doi.org/10.1007/978-94-017-0165-5_40
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