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État de publication: publié
Titre du livre: Sociocultural Approaches to STEM Education : An ISCAR INTERNATIONAL COLLECTIVE ISSUE
Éditeur: Springer
Lieu: Suisse
Volume: 21
Intervalle de pages: 231–257
ISBN: 978-3-031-44376-3
URL: https://link.springer.com/chapter/10.1007/978-3-031-44377-0_11
Résumé: This chapter presents how two science teachers and a pedagogical counselor collaborated during 7 years to co-design and exchange technical and instructional artefacts to meet new curricular demands requiring the integration of technological design to science teaching. The colleagues gave new meanings to conflicting motives in a complex learning setting by means of learning actions. Epistemic developments happened as new ideas and forms of participation were materialized through technical objects and their instructional artefacts. Boundary crossing activity took place as the participants pooled in their respective expertise. The technical and instructional artefacts were exchanged with 170 teachers during training workshops also co-designed by the colleagues. Inspired by developmental work research and ethnomethodology, the chapter traces back 7 years doing CHAT research. Results present how the expansive resolution of conflicts of motives triggered transformative actions that resolved the inner contradictions identified in their activity systems. Boundary crossing was possible as new meaning, new roles and division of labor lead to the expansion of their practice.
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