<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors></contributors><titles><title><style face="normal" font="default" size="100%">Un schéma vaut-il mieux qu'un long discours ? Effets de l'utilisation de deux types de registres sémiotiques sur la mobilisation des idées des élèves de Seconde lors d'une évaluation sur les propriétés des gaz</style></title><secondary-title><style face="normal" font="default" size="100%">Education &amp; DidactiqueEducation &amp; Didactique</style></secondary-title></titles><dates><pub-dates><date><style  face="normal" font="default" size="100%">à paraître</style></date></pub-dates></dates><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">ACL</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors></contributors><titles><title><style face="normal" font="default" size="100%">Un schéma vaut-il mieux qu'un long discours ? </style></title><secondary-title><style face="normal" font="default" size="100%">Éducation et didactique</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2015</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">&lt;hal-01201751&gt;</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">9</style></volume><pages><style face="normal" font="default" size="100%">119-141</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><issue><style face="normal" font="default" size="100%">11</style></issue></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors></contributors><titles><title><style face="normal" font="default" size="100%">Toward a new idea of conceptions and conceptual change: the interplay of talk, gestures, and semiotic resources in the setting</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Research in Science TeachingJournal of Research in Science Teaching</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2006</style></year></dates><number><style face="normal" font="default" size="100%">10</style></number><pub-location><style face="normal" font="default" size="100%">Toronto</style></pub-location><volume><style face="normal" font="default" size="100%">43</style></volume><pages><style face="normal" font="default" size="100%">1086-1109</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">ACL</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors></contributors><titles><title><style face="normal" font="default" size="100%">Studying Students' Learning Processes Used during Physics Teaching Sequence about Gas with Networks of Ideas and Their Domain of Applicability</style></title><secondary-title><style face="normal" font="default" size="100%">International Journal of Science Education</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2012</style></date></pub-dates></dates><number><style face="normal" font="default" size="100%">2</style></number><volume><style face="normal" font="default" size="100%">34</style></volume><pages><style face="normal" font="default" size="100%">223-249</style></pages><isbn><style face="normal" font="default" size="100%">0950-0693, 1464-5289</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><issue><style face="normal" font="default" size="100%">2</style></issue><remote-database-provider><style face="normal" font="default" size="100%">CrossRef</style></remote-database-provider><label><style face="normal" font="default" size="100%">ACL</style></label><access-date><style face="normal" font="default" size="100%">2013/04/04/21:32:18</style></access-date></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors></contributors><titles><title><style face="normal" font="default" size="100%">Rôle de l'enseignant dans deux séquences d'enseignement fondées sur l'investigation: la flottabilité en classe de cinquième</style></title><secondary-title><style face="normal" font="default" size="100%">Educational Journal of the University of Patras UNESCO Chair</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2014</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">1</style></volume><pages><style face="normal" font="default" size="100%">96-111</style></pages><isbn><style face="normal" font="default" size="100%">2241-9152</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><issue><style face="normal" font="default" size="100%">2</style></issue><label><style face="normal" font="default" size="100%">ACLN</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors></contributors><titles><title><style face="normal" font="default" size="100%">Preschool children's understanding of a precursor model of shadow formation</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Emergent Science</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2014</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">7</style></volume><pages><style face="normal" font="default" size="100%">35-39</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">ACLN</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors></contributors><titles><title><style face="normal" font="default" size="100%">Preschool children’s understanding of a precursor model of shadow formation.</style></title><secondary-title><style face="normal" font="default" size="100%"> Journal of Emergent Science</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2014</style></date></pub-dates></dates><pub-location><style face="normal" font="default" size="100%">Nicosia, Cyprus</style></pub-location><volume><style face="normal" font="default" size="100%">7</style></volume><pages><style face="normal" font="default" size="100%">35-39</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><custom3><style face="normal" font="default" size="100%">E-book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning</style></custom3><remote-database-name><style face="normal" font="default" size="100%">Google Scholar</style></remote-database-name><label><style face="normal" font="default" size="100%">ACTI</style></label><access-date><style face="normal" font="default" size="100%">2014-09-17 14:12:53</style></access-date></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors></contributors><titles><title><style face="normal" font="default" size="100%"> Intégrer sciences et technologies pour développer une &quot;éducation à&quot;</style></title><secondary-title><style face="normal" font="default" size="100%">SPIRALE</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2013</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">&lt;hal-01066508&gt;</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">54</style></volume><pages><style face="normal" font="default" size="100%">87-102</style></pages><language><style face="normal" font="default" size="100%">eng</style></language></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors></contributors><titles><title><style face="normal" font="default" size="100%">Enseignement intégré de science et technologie, quels enjeux ?</style></title><secondary-title><style face="normal" font="default" size="100%">Review of Science, Mathematics and ICT Education</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2010</style></year></dates><volume><style face="normal" font="default" size="100%">4</style></volume><pages><style face="normal" font="default" size="100%">9-28</style></pages><isbn><style face="normal" font="default" size="100%">1791-261X</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors></contributors><titles><title><style face="normal" font="default" size="100%">Enseignement intégré de science et technologie, quels enjeux ?</style></title><secondary-title><style face="normal" font="default" size="100%">Review of Science, Mathematics and ICT EducationReview of science, mathematics and ICT education</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2010</style></year></dates><number><style face="normal" font="default" size="100%">2</style></number><volume><style face="normal" font="default" size="100%">4</style></volume><pages><style face="normal" font="default" size="100%">9-28</style></pages><isbn><style face="normal" font="default" size="100%">1791-261X</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Many countries are engaged in renovating science and technology teaching in secondary schools. In order to give more coherence to the content taught, the place and definition of the school subjects involved tend to be reexamined. In France, an integrated science and technology teaching program is being tested since 2006. A first analysis of the program and the way participating teachers view it has been done from the definition of several strategies to bring disciplines together. Four dimensions of school disciplinary integration have been identified to structure our reflexion. The analysis of posters produced by the teachers reveals an incomplete vision of integration and a dominant place given to notional knowledge.</style></abstract><section><style face="normal" font="default" size="100%">9</style></section><label><style face="normal" font="default" size="100%">ACLN</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors></contributors><titles><title><style face="normal" font="default" size="100%">Ambiguities in representing the concept of energy: a semiotic approach</style></title><secondary-title><style face="normal" font="default" size="100%">Review of Science, Mathematics and ICT EducationReview of science, mathematics and ICT education</style></secondary-title></titles><dates><pub-dates><date><style  face="normal" font="default" size="100%">à paraitre</style></date></pub-dates></dates><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">ACL</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>10</ref-type><contributors></contributors><titles><title><style face="normal" font="default" size="100%">Preschool children understanding of a precursor model of shadow formation</style></title><secondary-title><style face="normal" font="default" size="100%">ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2013</style></year></dates><publisher><style face="normal" font="default" size="100%">ESERA</style></publisher><pub-location><style face="normal" font="default" size="100%">Nicosia, Cyprus</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">ACTI</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>10</ref-type><contributors></contributors><titles><title><style face="normal" font="default" size="100%">Inquiry-based science education : how secondary school teachers see it ?</style></title><secondary-title><style face="normal" font="default" size="100%">ESERA 2011 Conference: Science Learning and Citizenship</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2011</style></date></pub-dates></dates><pub-location><style face="normal" font="default" size="100%">Lyon</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language><custom1><style face="normal" font="default" size="100%">Lyon</style></custom1><label><style face="normal" font="default" size="100%">COM</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>10</ref-type><contributors></contributors><titles><title><style face="normal" font="default" size="100%">Comparaison entre deux approches d’enseignement par investigation sur le thème de la flottabilité en collège : la problématisation favorisée dans l’approche hypothético- déductive</style></title><secondary-title><style face="normal" font="default" size="100%">Actes des 8° rencontres scientifiques de l’ARDiST</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2014</style></year></dates><publisher><style face="normal" font="default" size="100%">SKHOLÊ</style></publisher><volume><style face="normal" font="default" size="100%">18-1</style></volume><pages><style face="normal" font="default" size="100%">185-194</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">De nouveaux dispositifs d’enseignement des sciences physiques comme la démarche d’investigation, sont apparus dans les curricula ces dernières années. Nous nous sommes intéressés dans ce travail aux processus de problématisation dans l’enseignement par investigation et en particulier aux dispositifs didactiques favorisant les processus de problématisation pendant un débat. Le cadre théorique de la problématisation, nous a permis de comparer deux types d’enseignement dans deux classes de cinquième ayant le même problème à résoudre sur le phénomène de flottabilité. Ces deux séquences diffèrent dans l’organisation de la tâche sur le fait que la première est réalisée sans émission d’hypothèses écrites alors que la seconde nécessite la rédaction d’hypothèses avant de manipuler. Un pré-test et deux post-tests ont été proposés aux élèves pour suivre l’évolution de leurs savoirs relatifs au phénomène de flottabilité. L’analyse des transcriptions des vidéos des deux séquences et des tests nous ont permis de mettre en évidence que l’émission au préalable d’hypothèses par écrit favorise les explications des élèves relevant du registre des modèles au cours d'un débat en classe, ce qui devrait leur permettre une meilleure problématisation.</style></abstract><custom1><style face="normal" font="default" size="100%">Marseille</style></custom1><custom3><style face="normal" font="default" size="100%">Cahier De la Recherche Et du Développement</style></custom3><label><style face="normal" font="default" size="100%">ACTI</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>47</ref-type><contributors></contributors><titles><title><style face="normal" font="default" size="100%">Toward a Multimodal Approach of Science Teaching</style></title><secondary-title><style face="normal" font="default" size="100%">COLLOQUE SIEST MEDITERRANEE TUNIS 2012 Dispositifs, démarches, apprentissage dans l’Enseignement des sciences et technologies</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2012</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">&lt;halshs-00963636&gt;</style></url></web-urls></urls><pub-location><style face="normal" font="default" size="100%">Tunisia</style></pub-location><volume><style face="normal" font="default" size="100%">17</style></volume><pages><style face="normal" font="default" size="100%">123-130</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><custom1><style face="normal" font="default" size="100%">Carthage</style></custom1><custom3><style face="normal" font="default" size="100%">Dispositifs, démarches, apprentissage dans l'enseignement des sciences et technologies</style></custom3><label><style face="normal" font="default" size="100%">OS</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors></contributors><titles><title><style face="normal" font="default" size="100%">L'enseignement des sciences et de la technologie fondé sur l'investigation. Étude d'un dispositif collaboratif entre enseignants de collège et chercheurs en didactique</style></title><secondary-title><style face="normal" font="default" size="100%">Didactique des sciences et démarches d'investigation : Références, representations, pratiques et formation</style></secondary-title><tertiary-title><style face="normal" font="default" size="100%">Pratiques de formation</style></tertiary-title></titles><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2012</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">L'Harmattan</style></publisher><pub-location><style face="normal" font="default" size="100%">Paris</style></pub-location><pages><style face="normal" font="default" size="100%">199-221</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">OS</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>6</ref-type><contributors></contributors><titles><title><style face="normal" font="default" size="100%">Une petite idée pour étudier l'apprentissage</style></title></titles><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2013</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">Presses académiques francophones</style></publisher><pub-location><style face="normal" font="default" size="100%">Sarrebruck</style></pub-location><isbn><style face="normal" font="default" size="100%">978-3-8416-2124-5</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">OS</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>6</ref-type><contributors></contributors><titles><title><style face="normal" font="default" size="100%">Une petite idée pour étudier l’apprentissage</style></title></titles><dates><year><style  face="normal" font="default" size="100%">2013</style></year></dates><publisher><style face="normal" font="default" size="100%">Presses académiques francophones.</style></publisher><pub-location><style face="normal" font="default" size="100%">Sarrebruck</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language></record></records></xml>