Semiosis and Joint Student-Teacher Action. Contract-Milieu Dialectics in a Case Study of Two Subsequent Primary School Earth Science Sessions

Autor/inn/en	Santini, Jérome; Sensevy, Gérard; Quilio, Serge; Forest, Dominique; Blocher, Jean-Noël
Titel	Semiosis and Joint Student-Teacher Action. Contract-Milieu Dialectics in a Case Study of Two Subsequent Primary School Earth Science Sessions
Quelle	In: International Journal of Science Education, 44 (2022) 7, S.1067-1095 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Santini, Jérome)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2066732
Schlagwörter	Earth Science; Science Education; Elementary School Students; Elementary School Teachers; Signs; Physical Geography; Visual Aids; Video Technology; Foreign Countries; Educational Games; Nonverbal Communication; Speech Communication; Human Body; Proximity; Writing (Composition); Models; Grade 4; Grade 5; France + Suchen Sie Ihr Suchwort? Earth sciences; Geowissenschaften; Naturwissenschaftliche Bildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Zeichensystem; Physische Geografie; Anschauungsmaterial; Ausland; Educational game; Lernspiel; Non-verbal communication; Nonverbale Kommunikation; Menschlicher Körper; Lebensnähe; Schreibübung; Analogiemodell; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Frankreich
Abstract	This paper addresses the subject of the semiosis process in the transactions between teachers and students about the knowledge at stake in science education. We present a conceptualisation of these transactions as a joint action between students and teachers. This conceptualisation enables us to understand the semiosis process as it unfolds during teaching-learning situations as the semiosis of both the didactic contract and the didactic milieu. We analyse this semiosis in a case study of earth science education at 5th grade, which comprised two subsequent teaching sessions delivered by the same teacher. Our results give an account of the contract-milieu semiosis under the description of different semiotic modes (speech, gestures, stance, gaze, writings, modellings and proxemics). We also define the generic and specific dimensions of semiosis in relation to the knowledge at stake. Finally, we evaluate the relevance of the teaching practice we observed in terms of its staging of a relationship between the semiosis of didactic contracts and didactic milieus. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01