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Chapitre D'ouvrage Année : 2022

Developmental and Epistemological Perspectives as Key Elements of the Precursor Model Research Programme

Résumé

This chapter provides a comparative analysis of the different studies presented in this book in order to identify the distinctive features of the research program focused on precursor models. Two key elements are brought to light. First, the studies on precursor models share a developmental perspective in the sense of cognitive psychology by defining precursor models as intermediate cognitive structures between students’ initial representations and scientific models. The links and differences with the didactic transposition and learning progression approaches are discussed. Second, most of these studies conceptualize precursor models from an epistemological perspective and assign them the status and functions of scientific models. In particular, the predictive function plays a crucial role in some studies to foster the learning of precursor models. The inclusion of argumentation in this strategy is proposed as one of the avenues for the development of the research program focused on precursor models.

Domaines

Education
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Dates et versions

hal-03787223 , version 1 (24-09-2022)

Identifiants

Citer

Manuel Bächtold. Developmental and Epistemological Perspectives as Key Elements of the Precursor Model Research Programme. Precursor Models for Teaching and Learning Science During Early Childhood, 55, Springer International Publishing, pp.241-261, 2022, Contemporary Trends and Issues in Science Education, ⟨10.1007/978-3-031-08158-3_13⟩. ⟨hal-03787223⟩
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