Réflexions sur des objets de recherche en didactique des sciences dans une perspective d’approches socio-didactiques
Characterization of the physics teacher’s interventions in small collaborative work groups: methodological aspects
In Éducation & didactique (2022/3 Vol. 16)
Designing a question difficulty model to assess students’ scientific literacy
- By Mylène Duclos,
- Florence Le Hebel,
- Andrée Tiberghien,
- et al.
In Éducation & didactique (2021/3 Vol. 15)
Analysis and formalization of the sustainable dimension of the didactic contract
The case of activity-based physics teaching in the tenth grade
In Éducation & didactique (2018/3 Vol. 12)
Perspectives on the “practice-based evidence” approach: A selection of essential points and commentaries
In Éducation & didactique (2017/2 Vol. 11)
Comments on Neil Mercer’s paper. Some consequences of social brain ideas: From studies on individual students to those on classrooms as a group
In Éducation & didactique (2016/2 Vol. 10)
Analysis of a Fifth-Form Physics Lesson: Any Continuity in Practice?
In Éducation & didactique (2012/3 vol.6)
Sharing a Video Collection in Education Research: Multiple Analyses and Perspectives in the Context of the ViSA Project
- By Andrée Tiberghien,
- Marie-Pierre Chopin,
- Laurent Lima,
- et al.
In Éducation & didactique (2012/3 vol.6)
The investigation approach as part of the new chemistry and physics syllabus:a case study in collège (lower secondary education)
In Revue française de pédagogie (2012/3 No 180)
Student Profiles and Motivational Orientations: Commitment to the Sciences among Students of French Middle and High Schools
- By Pascale Montpied,
- Véronique Hiolle,
- Régis Gras
- et al.
In Éducation & didactique (2011/1 vol. 5)
Differentiation of Teaching Practices and Knowledge Acquisition of Students
- By Andrée Tiberghien
- and Layal Malkoun
In Éducation & didactique (2007/1 Vol. 1)