Abstract

OTERO, María Rita. La Notion de Situation: analysée depuis la Théorie des Champs Conceptuels, la Théorie des Situations, la Dialectique Outil- Object et la Théorie Anthropologique du Didactique. Rev. electrón. investig. educ. cienc. [online]. 2010, vol.5, n.1, pp.42-53. ISSN 1850-6666.

The paper discusses the concept of situation proposed by four frameworks which are the hard core of the French Didactic: The Theory of Conceptual Fields, the Theory of Didactic Situations, the Tool-Object Dialectic and the Anthropological Theory of Didactic. The different aspects of the situation' ideas are compared analysing their similarities and differences. Taking in account the interests of every author, a hard core of common and complementary ideas has been described. Both a didactic or cognitive viewpoint is adopted, a set of conditions -more or less didactic or cognitive- have to be required to make a learning situation.

Keywords : Situation; Didactic of math; Science teaching; Conceptualizations.

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