Abstract
The term didactic transposition refers to the deconstruction and reconstruction of science knowledge, values or practices in order to make them teachable. In this paper, I present the theoretical framework that has grown around this notion. I use examples from different levels of science education and different subjects to illustrate how science is transformed in any teaching undertaking, and how that transformation influences the way science is experienced and appropriated by learners. The chosen examples also illustrate the development of the notion of didactic transposition from a descriptive framework to the more normative construct of today (the Anthropological Theory of Didactics or ATD), where it converges with other comparable frameworks, e.g. the Model of Educational Reconstruction.
| Bidragets oversatte titel | Didaktisk Transposition: Fra teori til forskningsprogram |
|---|---|
| Originalsprog | Engelsk |
| Publikationsdato | 2014 |
| Antal sider | 8 |
| Status | Udgivet - 2014 |
| Begivenhed | ESERA: Summerschool - Tyrkiet, Neveshir, Tyrkiet, Danmark Varighed: 24 aug. 2014 → 29 aug. 2014 |
Workshop
| Workshop | ESERA |
|---|---|
| Lokation | Tyrkiet |
| Land/Område | Danmark |
| By | Neveshir, Tyrkiet |
| Periode | 24/08/2014 → 29/08/2014 |
Emneord
- Det Natur- og Biovidenskabelige Fakultet
- DIdaktik
- naturfagsdidaktik
- didaktisk transposition