On study and research responsibilities: a case in Japanese upper secondary school<br>Sur les responsabilités d'étude et de recherche: un cas au lycée japonais
DOI:
https://doi.org/10.23925/1983-3156.2020v22i4p622-629Keywords:
Study and research path, topogenesis of knowledge, graph theoryAbstract
Abstract
This presentation aims to identify some students’ roles on a study and research path conducted in a Japanese upper secondary high school. Especially, we focus on responsibilities for questioning and answering in their inquiry. For this purpose, we describe the students’ inquiry using the tree diagram of questions Q and answers A. Then, we analyze what kind of students’ roles emerged in their activity and discuss why that responsibilities could appear. As a result, we identify two interesting points of their study and research responsibilities: 1) On producing an initial question; 2) On producing temporary answers.
Keywords: Study and research path; topogenesis of knowledge; graph theory
Résumé
Cette présentation vise à identifier les rôles de certains étudiants sur un parcours d'étude et de recherche mené dans un lycée japonais du deuxième cycle du secondaire. Surtout, nous nous concentrons sur les responsabilités en matière de questionnement et de réponse dans leur investigation. À cette fin, nous décrivons l’investigation des élèves en utilisant le diagramme d'arbre des questions Q et réponses R. Ensuite, nous analysons le type de rôles des élèves qui émergent dans leur activité et discutons pourquoi ces responsabilités pourraient apparaître. En conséquence, nous identifions deux points intéressants de leurs responsabilités d'étude et de recherché : 1) En produisant une question initiale ; 2) En produisant des réponses temporaires.
Mots-clés: Parcours d'étude et de recherche, Topogenèse des connaissances, la théorie des graphes.
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References
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Chevallard, Y. (2015). Teaching mathematics in tomorrow’s society: A case for an oncoming counter paradigm. In S. J. Cho (ed.), The proceedings of the 12th international congress on mathematical education: Intellectual and attitudinal challenges (pp. 173-187). Springer.
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Winsløw, C., Matheron, Y. & Mercier, A. (2013). Study and research courses as an epistemological model for didactics. Educational Studies in Mathematics, 83(2), 267-284.
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