Advanced search
Start date
Betweenand
Related content
(Reference retrieved automatically from SciELO through information on FAPESP grant and its corresponding number as mentioned in the publication by the authors.)

ARTICULATING RELATIONSHIPS: ENABLING THE INSTRUMENTAL USE OF THE DIDACTICAL RHOMBUS IN TEACHING-LEARNING SEQUENCES

Full text
Author(s):
PEDRO DONIZETE COLOMBO JUNIOR [1] ; CIBELLE CELESTINO SILVA [2]
Total Authors: 2
Affiliation:
[1] Universidade de São Paulo - Brasil
[2] Universidade Federal do Triângulo Mineiro - Brasil
Total Affiliations: 2
Document type: Journal article
Source: Ens. Pesqui. Educ. Ciênc. (Belo Horizonte); v. 22, 2020-04-17.
Abstract

ABSTRACT: This paper proposes the use of the didactic construct didactic rhombus proposed by Méheut and Psillos as a guide for organizing the construction of teaching-learning sequences. The didactic rhombus is formed by the epistemic and pedagogical axes, covering the poles teacher, students, material world and scientific knowledge. The theoretical essence of the didactic rhombus does not support its effective application in the school domains. We formulated articulating relations that integrate and support the design and development of teaching-learning sequences. We argue that the use of the didactic rhombus creates opportunities to break disciplinary boundaries, to promote methodological updating of practice, to mediate knowledge towards students’ active participation and emancipatory innovation of teaching practice. (AU)

FAPESP's process: 10/16843-9 - Curricular innovations in physics teaching: Investigating a partnership between teachers and a science center
Grantee:Pedro Donizete Colombo Junior
Support Opportunities: Scholarships in Brazil - Doctorate