The Unification of Didactic Transposition Theory with the Didactic Situation Theory of Brousseau

Luiz Adolfo de Mello

doi:doi:10.11648/j.tecs.20190404.12

| Peer-Reviewed

The Unification of Didactic Transposition Theory with the Didactic Situation Theory of Brousseau

Luiz Adolfo de Mello

Published in Teacher Education and Curriculum Studies (Volume 4, Issue 4)

Received: 26 November 2019 Accepted: 21 December 2019 Published: 10 February 2020

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

We present the most current version of the theory of didactic transposition that encompasses and synthesizes the theory of Chevallard, the Cognitive Theory of Science, Mental Models of Jhonson-Laird and Didactic Situation theory of Brousseau. It is made here a brief review of Chevallard theory and exposes the generalization of this theory by the De Mello according to the work of Izquierdo-Aymerich and the Brousseau. It is proposed here a theory to study how the scientific knowledge (the original scientific models) is transposed to the didactic models. That is, to analyze how the knowledge produced in the 'academic environment' change, adapt, simplify and consolidate as knowledge to be taught in the classroom. We present the characteristics that define the reason for certain knowledge to be present in textbooks as defined in the work of Chevallard, Brockington and others and complementing their work we propose rules that define how a DT should occur or be performed. We present Brousseau's theory for didactic transposition in the classroom or intern, that is, what he calls the didactic contract and didactic situation. Here are proposed particular rules for the science of Mathematics, Physics and Chemistry.

Published in	Teacher Education and Curriculum Studies (Volume 4, Issue 4)
DOI	10.11648/j.tecs.20190404.12
Page(s)	65-75
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2020. Published by Science Publishing Group

Keywords

Didactic Transposition, Scientific Paradigm, School Scientific Activity, The Textbook Analysis, Didactic Situation

References

[1]	Chevalard, Y. La transposición didáctica. Buenos Aires: Aique, 1991.
[2]	Chevallard, Y. La Transposición Didáctica: del saber sabio al saber enseñado. La Pensée Sauvage, Argentina, 2009.
[3]	Haltè, J. F. (2008) - O Espaço Didático e a Transposição. Fórum Lingüístico, 5 (2): 117-139, Florianópolis.
[4]	de Mello. Concept Maps as a Tool for the Evaluation of Modern Physics Contents in Textbooks. Open Science Framework, Retrieved from: . Acessed on 05/10/2016. 2016a.
[5]	Brousseau, G. (2004) - Les représentations: étude en théorie des situations didactiques. Revue des sciences de l’éducation, Vol. XXX, no 2, 2004, p. 241 à 277.
[6]	Agranionih, N. T. (2001) – A Teoria da Transposição Didática e o Processo de Didatização dos Conteúdos Matemáticos. Educere – Revista da Educação, Toledo, PR, vol. 1, n-1, pg. 3.
[7]	Brockington, G. E. M.; Pietrocola, M. Serão As Regras Da Transposição Didática Aplicáveis Aos Conceitos De Física Moderna? Investigações em Ensino de Ciências – V10 (3), pp. 387-404, 2005.
[8]	Chevallard, Y. & Johsua, M-A. Un exemple d’analyse de la transposition didactique – La notion de distance. Recherches en Didactique des mathematiques. 3.2, 157-239, 1982.
[9]	de Mello. Concept Maps as a Tool for the Evaluation of didactic Transposition and of Scientific Transposition. The Case of Photoelectric Effect. Open Science Framework, Retrieved from: . Acessed on: 05/11/2016, 2016b.
[10]	de Mello. The use of Concepts Mapping in the Science Paradigm Transposition and the Cognitive Science Theory – The Case of Black Body Radiation. Open Science Framework, Retrieved from: . Acessed on 05/10/2016, 2016c.
[11]	Alves-Filho, J. P. Atividades Experimentais: Do Método á Prática Construtivista. Tese de Doutorado, UFSC, Florianópolis, 2000.
[12]	Astolfi, J-P & Develay, M. A Didática das Ciências. Papirus. Campinas, 1995.
[13]	Freire, P. (1997) - Educação como prática da liberdade. Editora Paz e Terra. Rio de Janeiro, 1986.
[14]	Aristides, M. A. M. (2018) & R. M. S. Santos - Contribuição para a Questão das Tecnologias Digitais nos Processos de Ensino-Aprendizagem de Música. Revista da Abem, v. 26, n. 40, p. 91-113, jan./jun. 2018.
[15]	Houssaye, Jean. Le triangle pédagogique. Berne: Peter Lang, 1992.
[16]	Brousseau, G. (1998). Théorie des situations didactiques. Grenoble, La Pensée Sauvage.
[17]	Pinto, N. B. (2003) - Contrato Didático ou Contrato Pedagógico? Revista Diálogo Educacional, Curitiba, v. 4, n. 10, p. 93-106.
[18]	Joshua, S. and JJ Dupin - Taking into account student conceptions in instructional strategy: An example in physics. Cognition and Instruction, 1987 - Taylor & Francis
[19]	Schnotz, W. "An integrated model of text and picture comprehension."The Cambridge handbook of multimedia learning (2005): 49-69.
[20]	Latour, B. Pandora's hope: essays on the reality of science studies. Harvard University Press, 1999.
[21]	Izquierdo-Aymerich, M. & Adúriz-Bravo, A. Epistemological foundations of school science. - Science & Education, Kluwer Academic Publishers. Printed in the Netherlands. Pg. 23, 2003.
[22]	Kuhn, T. The Structure of Scientific Revolution. Chicago. The University of Chicago. (1970). A Estrutura das Revoluções Científicas. Coleção Debates. Ed. Perspectiva, 1999.
[23]	Izquierdo-Aymerich, M., Sanmartí, N. & Spinet, M. Fundamentación Y Diseño De Las Prácticas Escolares De Ciencias Experimentales. Enseñanza De Las Ciencias, 17 (1), 45-59, 1999.
[24]	Ausubel, D. The facilitation of meaningful verbal learning in the classroom. Educational Psychologist. Volume 12, Issue 2, 1977.
[25]	Duit, R. On the role of analogies and metaphors in learning science. Science Education, 75 (6), pp. 649-672, 1991.
[26]	Flick, L. ‘Where Concepts Meet Percepts: Stimulating Analogical Thought in Children’, Science Education 75 (2), 215–230, 1991.
[27]	Ingham, A. ‘The Use of Analogue Models by Students of Chemistry at Higher Education Level’, International Journal of Science Education 13 (2), 193–202, 1991.
[28]	Clement, J. Using Bridging Analogies and Anchoring Intuitions to Deal with Students’ Preconceptions in Physics. Journal of Research in Science Teaching, 30 (10), pp. 1041- 1057, 1993.
[29]	Glencoe Science. Physics, Principles and Problems. The CMGraw-Hill Companies, Inc. (2005).
[30]	Johnson-Laird, P. N. Mental Models. 6th Edition. Printed in USA. Cognitive Science Series, 1995.
[31]	Johnson-Laird, P. N. Modelos mentales en ciencia cognitiva. NORMAN, D. A. Perspectivas de la ciencia cognitiva. Barcelona: Ediciones Paidós, p. 179 – 231, 1987.
[32]	Moreira, M. A., Greca, I. M.; and Palmero, M. L. R. Modelos Mentales Y Modelos Conceptuales. En La Enseñanza & Aprendizaje de Las Ciencias 13 (Mental models and conceptual models in the teaching & learning of science). Revista Brasileira de Investigação em Educação em Ciências 2.3 (2002): 84-96.
[33]	Nersessian, N. J. How do Scientist Think? Capturing the dynamics of Conceptual Change in Science. Cognitive models of science, pg. 3, 1992.
[34]	Gilbert, J. K. and Swift, D. J. - Towards a lakatosian analysis of the piagetian and alternative conceptions research programs. Science Education Volume 69, Issue 5, pages 681–696, October 1985.
[35]	HAMPSON, P. J. and MORRIS, P. E. Understanding cognition. Cambridge, MA: Blackwell Publishers Inc 1996.
[36]	Moreira, M. A. Modelos Mentais. Investigações em Ensino de Ciências – V 1 (3), pp. 193-232, 1996.
[37]	Bent, H. Uses (and abuses) of models in teaching chemistry. Journal of Chemical Education, 61, 774–777, 1984.
[38]	Gentner, D., and D. Gentner. "Flowing waters or teeming crowds: Mental models of electricity (pp. 99-129)." Mental models. Hillsdale, NJ: Lawrence Erlbaum Associates, 1983.
[39]	Courant, R. and H. Robbins – What is mathematicas? Oxford Univ. Press, Oxford. 1961
[40]	Ponte, J. P. (1992) - Concepções dos Professores de Matemática e Processos de Formação. Educação matemática: Temas de investigação (pp. 185-239). Lisboa: Instituto de Inovação Educacional.
[41]	Ernest, P. (1994). The philosophy of mathematics and the didactics of mathematics. Didactics of mathematics as a scientific discipline, Springer.
[42]	Schwartz, J. (1978). Mathematics as a tool for economic understanding. In L. A. Steen (Ed.), Matehmatics today: Twelve informal essays. New York, NY: Springer.
[43]	Ojose, B. (2008) - Applying Piaget’s Theory of Cognitive Development to Mathematics Instruction. The Mathematics Educator, 2008, Vol. 18, No. 1, 26–30
[44]	Souza, M. A. V. F. (2015) & H. M. Guimarães - A formulação de problemas verbais de matemática: porquê e como. Quadrante, Vol. XXIV, Nº 2, 2015
[45]	Ellis, A. B. (2007) – Connections Between Generalizing and Justifying. Journal of Research in Mathematics Education. Vol. 38, No 3, 194.
[46]	Hanna, G. (2000) - Proof, Explanation And Exploration: An Overview. Educational Studies in Mathematics 44: 5–23, 2000
[47]	NCTM (2009). Princípios e Normas para a Matemática Escolar. Lisboa: APM, 2009.
[48]	Dundar, S., B. Gokkurt, Y. Soylu - The efficiency of visualization through geometry at mathematics education: a theoretical framework. Social and Behavioral Sciences 46 (2012) 2579 – 2583
[49]	Reiss, K., Heinze, A. and A. Renkl - Reasoning And Proof: Methodological Knowledge as a Component of Proof Competence. ZDM Mathematics Education (2008) 40: 455–467
[50]	Poincaré, H. (1948). La creacion matematica. In M. Kline (Ed.), Matemáticas en el mundo moderno. Madrid: Blume.
[51]	Bolter, Jay David. "Hypertext and the question of visual literacy." Handbook of literacy and technology: Transformations in a post-typographic world (1998): 3-13.

Cite This Article

Plain Text BibTeX RIS

APA Style

Luiz Adolfo de Mello. (2020). The Unification of Didactic Transposition Theory with the Didactic Situation Theory of Brousseau. Teacher Education and Curriculum Studies, 4(4), 65-75. https://doi.org/10.11648/j.tecs.20190404.12

Copy | Download

ACS Style

Luiz Adolfo de Mello. The Unification of Didactic Transposition Theory with the Didactic Situation Theory of Brousseau. Teach. Educ. Curric. Stud. 2020, 4(4), 65-75. doi: 10.11648/j.tecs.20190404.12

Copy | Download

AMA Style

Luiz Adolfo de Mello. The Unification of Didactic Transposition Theory with the Didactic Situation Theory of Brousseau. Teach Educ Curric Stud. 2020;4(4):65-75. doi: 10.11648/j.tecs.20190404.12

Copy | Download

@article{10.11648/j.tecs.20190404.12,
  author = {Luiz Adolfo de Mello},
  title = {The Unification of Didactic Transposition Theory with the Didactic Situation Theory of Brousseau},
  journal = {Teacher Education and Curriculum Studies},
  volume = {4},
  number = {4},
  pages = {65-75},
  doi = {10.11648/j.tecs.20190404.12},
  url = {https://doi.org/10.11648/j.tecs.20190404.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20190404.12},
  abstract = {We present the most current version of the theory of didactic transposition that encompasses and synthesizes the theory of Chevallard, the Cognitive Theory of Science, Mental Models of Jhonson-Laird and Didactic Situation theory of Brousseau. It is made here a brief review of Chevallard theory and exposes the generalization of this theory by the De Mello according to the work of Izquierdo-Aymerich and the Brousseau. It is proposed here a theory to study how the scientific knowledge (the original scientific models) is transposed to the didactic models. That is, to analyze how the knowledge produced in the 'academic environment' change, adapt, simplify and consolidate as knowledge to be taught in the classroom. We present the characteristics that define the reason for certain knowledge to be present in textbooks as defined in the work of Chevallard, Brockington and others and complementing their work we propose rules that define how a DT should occur or be performed. We present Brousseau's theory for didactic transposition in the classroom or intern, that is, what he calls the didactic contract and didactic situation. Here are proposed particular rules for the science of Mathematics, Physics and Chemistry.},
 year = {2020}
}

Copy | Download

TY  - JOUR
T1  - The Unification of Didactic Transposition Theory with the Didactic Situation Theory of Brousseau
AU  - Luiz Adolfo de Mello
Y1  - 2020/02/10
PY  - 2020
N1  - https://doi.org/10.11648/j.tecs.20190404.12
DO  - 10.11648/j.tecs.20190404.12
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 65
EP  - 75
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20190404.12
AB  - We present the most current version of the theory of didactic transposition that encompasses and synthesizes the theory of Chevallard, the Cognitive Theory of Science, Mental Models of Jhonson-Laird and Didactic Situation theory of Brousseau. It is made here a brief review of Chevallard theory and exposes the generalization of this theory by the De Mello according to the work of Izquierdo-Aymerich and the Brousseau. It is proposed here a theory to study how the scientific knowledge (the original scientific models) is transposed to the didactic models. That is, to analyze how the knowledge produced in the 'academic environment' change, adapt, simplify and consolidate as knowledge to be taught in the classroom. We present the characteristics that define the reason for certain knowledge to be present in textbooks as defined in the work of Chevallard, Brockington and others and complementing their work we propose rules that define how a DT should occur or be performed. We present Brousseau's theory for didactic transposition in the classroom or intern, that is, what he calls the didactic contract and didactic situation. Here are proposed particular rules for the science of Mathematics, Physics and Chemistry.
VL  - 4
IS  - 4
ER  -

Copy | Download

Author Information

Luiz Adolfo de Mello

Physics Department, Universidade Federal de Sergipe, Sergipe, Brazil

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Luiz Adolfo de Mello. (2020). The Unification of Didactic Transposition Theory with the Didactic Situation Theory of Brousseau. Teacher Education and Curriculum Studies, 4(4), 65-75. https://doi.org/10.11648/j.tecs.20190404.12

Copy | Download

ACS Style

Luiz Adolfo de Mello. The Unification of Didactic Transposition Theory with the Didactic Situation Theory of Brousseau. Teach. Educ. Curric. Stud. 2020, 4(4), 65-75. doi: 10.11648/j.tecs.20190404.12

Copy | Download

AMA Style

Luiz Adolfo de Mello. The Unification of Didactic Transposition Theory with the Didactic Situation Theory of Brousseau. Teach Educ Curric Stud. 2020;4(4):65-75. doi: 10.11648/j.tecs.20190404.12

Copy | Download

@article{10.11648/j.tecs.20190404.12,
  author = {Luiz Adolfo de Mello},
  title = {The Unification of Didactic Transposition Theory with the Didactic Situation Theory of Brousseau},
  journal = {Teacher Education and Curriculum Studies},
  volume = {4},
  number = {4},
  pages = {65-75},
  doi = {10.11648/j.tecs.20190404.12},
  url = {https://doi.org/10.11648/j.tecs.20190404.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20190404.12},
  abstract = {We present the most current version of the theory of didactic transposition that encompasses and synthesizes the theory of Chevallard, the Cognitive Theory of Science, Mental Models of Jhonson-Laird and Didactic Situation theory of Brousseau. It is made here a brief review of Chevallard theory and exposes the generalization of this theory by the De Mello according to the work of Izquierdo-Aymerich and the Brousseau. It is proposed here a theory to study how the scientific knowledge (the original scientific models) is transposed to the didactic models. That is, to analyze how the knowledge produced in the 'academic environment' change, adapt, simplify and consolidate as knowledge to be taught in the classroom. We present the characteristics that define the reason for certain knowledge to be present in textbooks as defined in the work of Chevallard, Brockington and others and complementing their work we propose rules that define how a DT should occur or be performed. We present Brousseau's theory for didactic transposition in the classroom or intern, that is, what he calls the didactic contract and didactic situation. Here are proposed particular rules for the science of Mathematics, Physics and Chemistry.},
 year = {2020}
}

Copy | Download

TY  - JOUR
T1  - The Unification of Didactic Transposition Theory with the Didactic Situation Theory of Brousseau
AU  - Luiz Adolfo de Mello
Y1  - 2020/02/10
PY  - 2020
N1  - https://doi.org/10.11648/j.tecs.20190404.12
DO  - 10.11648/j.tecs.20190404.12
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 65
EP  - 75
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20190404.12
AB  - We present the most current version of the theory of didactic transposition that encompasses and synthesizes the theory of Chevallard, the Cognitive Theory of Science, Mental Models of Jhonson-Laird and Didactic Situation theory of Brousseau. It is made here a brief review of Chevallard theory and exposes the generalization of this theory by the De Mello according to the work of Izquierdo-Aymerich and the Brousseau. It is proposed here a theory to study how the scientific knowledge (the original scientific models) is transposed to the didactic models. That is, to analyze how the knowledge produced in the 'academic environment' change, adapt, simplify and consolidate as knowledge to be taught in the classroom. We present the characteristics that define the reason for certain knowledge to be present in textbooks as defined in the work of Chevallard, Brockington and others and complementing their work we propose rules that define how a DT should occur or be performed. We present Brousseau's theory for didactic transposition in the classroom or intern, that is, what he calls the didactic contract and didactic situation. Here are proposed particular rules for the science of Mathematics, Physics and Chemistry.
VL  - 4
IS  - 4
ER  -

Copy | Download