Praxeological Analysis of Teaching Methods: A Bridge Between Research and Practice
DOI:
https://doi.org/10.28976/1984-2686rbpec2019u373397Keywords:
Anthropological Theory of Didactics, Praxeological Organization, Analytical tool, Teaching Methods, Team-Based LearningAbstract
It is desirable that the good results obtained in research on the use of active teaching methods be achieved in teaching practice in various contexts. To this end, it is necessary to understand the teaching methods in their specificities, as well as the possible transformations necessary to adapt them to different contexts. In this paper, we propose the use of the “Praxeological Organization” construct, grounded in the Anthropological Theory of Didactics, as an analytical tool for the study of teaching methods. In this perspective, the methods are seen as institutionalized knowledge – socially and historically legitimated –, which can be studied in terms of praxis (types of tasks and techniques) and logos (technological and theoretical discourses). We illustrate our theoretical proposal with the establishment of a praxeological organization for the teaching method known as Team-Based Learning.
Downloads
References
Achiam, M. F. (2013). A Content-oriented Model for Science Exhibit Engineering. International Journal of Science Education, Part B, 3(3), 214–232. http://doi.org/10.1080/21548455.2012.698445
Achiam, M., Lindow, B. E. K., & Simony, L. (2019). Was Archaeopteryx able to fly? Authentic palaeontological practices in a museum programme. Educaçao Matemática Pesquisa, 21(4), 112–126.
Araujo, I. S., & Mazur, E. (2013). Instrução pelos colegas e ensino sob medida: uma proposta para o engajamento dos alunos no processo de ensino-aprendizagem de Física. Caderno Brasileiro de Ensino de Física, 30(2), 362–384. http://doi.org/10.5007/2175-7941.2013v30n2p362
Barbé, J., Bosch, M., Espinoza, L., & Gascón, J. (2005). Didactic restrictions on the teacher’s practice: The case of limits of functions in Spanish high schools. Educational Studies in Mathematics, 59(1–3), 235–268. http://doi.org/10.1007/0-387-30451-7_9
Barbé, J., Espinoza, L., & Gellert, U. (2017). El empobrecimiento matemático de las propuestas de enseñanza de Física en los textos oficiales de secundaria. Enseñanza de Las Ciencias, 35(1), 71–88. http://dx.doi.org/10.5565/rev/ensciencias.1730
Barquero, B., Bosch, M., & Gascón, J. (2011). Los recorridos de estudio e investigación y la modelización matemática en la enseñanza universitaria de las ciencias experimentales. Enseñanza de las Ciencias, 29(3), 339–352.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington: International Society for Technology in Education.
Bosch, M., Gascón, J., & Trigueros, M. (2016). Dialogue between theories interpreted as research praxeologies: The case of APOS and the ATD. Educational Studies in Mathematics, 95(1), 39–52. http://doi.org/10.1007/s10649-016-9734-3
Bueno, J. P. P., & Marandino, M. (2017). The notion of praxeology as a tool to analyze educational process in science museums. In K. Hahl, K. Juuti, J. Lampiselkä, A. Uitto, & J. Lavonen (Orgs.), Cognitive and affective aspects in science education research, Contributions from science education research, Vol. 3, (pp. 339–355). Cham: Springer International Publishing.
Cardelli, J. (2004). Reflexiones críticas sobre el concepto de Transposición Didáctica de Chevallard. Cuadernos de Antropología Social, (19), 49–61.
Caillot, M. (1996). La Théorie de la transposition didactique est-elle transposable? In: C. Raisky, & C. Caillot (Org.), Au-delá des didactiques, le didactique: Débats autor de concepts Fédérateurs (pp. 19–35). France: De Boeck & Larcier.
Chervel, A. (1990). As histórias das disciplinas escolares. Reflexões sobre um domínio de pesquisa. Teoria & Educação, (2), 177–229.
Chevallard, Y. (1991). La transposición didáctica: Del saber sabio al saber enseñado. Buenos Aires: Aique.
Chevallard, Y. (1999). El análisis de las prácticas docentes en la teoría antropológica de lo didáctico. Recherches em Didactique des Mathématiques, 19(2), 221–266.
Chevallard, Y. (2000). Conceitos fundamentais da didáctica: As perspectivas trazidas por uma abordagem antropológica. In J. Brun. (Org.). Didáctica das matemáticas (pp. 115–152). Lisboa: Instituto Piaget.
Chevallard, Y., Bosch, M., & Gascón, J. (2001). Estudar matemáticas – O elo perdido entre o ensino e a aprendizagem. Porto Alegre: Artmed.
Chevallard, Y. (2013). Enseñar Matemáticas en la Sociedad de Mañana: Alegato a Favor de un Contraparadigma Emergente. Journal of Research in Mathematics Education REDIMAT - Journal of Research in Mathematics Education, 2(2), 161–182.
Chevallard, Y. (2019). Introducing the Anthropological Theory of the Didactic: An attempt at a Principled Approach. Hiroshima Journal of Mathematics Education, (12), 71–114.
Contreras, J. A. (2012). A autonomia de professores (2a. ed.). São Paulo: Cortez.
Corica, A. R., & Otero, M. R. (2011). Análisis de la dinámica de estudio en un curso universitario de matemática. In Un panorama de la TAD. III Congreso Internacional sobre la TAD (pp. 605–625).
Corica, A. R., & Otero, M. R. (2019). Análisis de la Gestión de un Dispositivo Didáctico por un Estudiante de Profesorado en Matemática. Bolema: Boletim de Educação Matemática, 33(63), 226–247. https://doi.org/10.1590/1980-4415v33n63a11
Crouch, C. H., & Mazur, E. (2001). Peer Instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970. http://doi.org/10.1119/1.1374249
Dancy, M., & Henderson, C. (2010). Pedagogical practices and instructional change of physics faculty. American Journal of Physics, 78(10), 1056–1063. http://doi.org/10.1119/1.3446763
Douglas, M. (1986). How institutions think. London: Routledge and Kegan Paul.
El-Hani, C. N., & Greca, I. M. (2011). Participação em uma comunidade virtual de prática desenhada como meio de diminuir a lacuna pesquisa-prática na educação em biologia. Ciência & Educação (Bauru), 17(3), 579–601. http://doi.org/10.1590/S1516-73132011000300005
Espinosa, T., Araujo, I. S., & Veit, E. A. (2016). Aprendizagem Baseada em Equipes (Team-Based Learning): um método ativo para o Ensino de Física. Caderno Brasileiro de Ensino de Física, 33(3), 962–986. https://doi.org/10.5007/2175-7941.2016v33n3p962
Espinosa, T. (2019). Adoção de inovações didáticas no ensino universitário de física na perspectiva de transposições praxeológicas. (Tese de Doutorado em Ensino de Física). Programa de Pós-Graduação em Ensino de Física da Universidade Federal do Rio Grande do Sul, Porto Alegre.
Foote, K. T. (2016). Curriculum development in studio-style university physics and implications for dissemination of research-based reforms. Physical Review Physics Education Research, 12(1), 1–18. http://doi.org/10.1103/PhysRevPhysEducRes.12.010127
Hake, R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. http://dx.doi.org/10.1119/1.18809
Henderson, C., & Dancy, M. H. (2008). Physics faculty and educational researchers: Divergent expectations as barriers to the diffusion of innovations. American Journal of Physics, 76(1), 79–91. http://doi.org/10.1063/1.2177045
Henderson, C., & Dancy, M. H. (2009). Impact of physics education research on the teaching of introductory quantitative physics in the United States. Physical Review Special Topics - Physics Education Research, 5(2), 020107. http://doi.org/10.1103/PhysRevSTPER.5.020107
Khatri, R., Henderson, C., Cole, R., Froyd, J. E., Friedrichsen, D., & Stanford, C. (2017). Characteristics of well-propagated teaching innovations in undergraduate STEM. International Journal of STEM Education, 4(1), 1–10. http://doi.org/10.1186/s40594-017-0056-5
Leite, M. S. (2004). Contribuições de Basil Bernstein e Yves Chevallard para a discussão do conhecimento escolar. (Dissertação de Mestrado em Educação). Departamento de Educação do Centro de Teologia e Ciências Humanas da PUC-Rio, Rio de Janeiro.
Marandino, M., Bueno, J., Kristel, F. L., & Oliveira, A. (2016). Os usos da Teoria da Transposição Didática e da Teoria Antropológica do Didático para o estudo da educação em museus de ciências. Revista Labore Em Ensino de Ciências, 1(1), 69–97.
Mazur, E. (2015). Peer Instruction: A revolução da aprendizagem ativa. Porto Alegre: Penso.
McIntyre, D. (2005). Bridging the gap between research and practice. Cambridge Journal of Education, 35(3), 357–382. http://doi.org/10.1080/03057640500319065
Michaelsen, L. K., Knight, A. B., & Fink, L. D. (2004). Team-Based Learning: A transformative use of small groups in college teaching. Sterling: Stylus.
Michaelsen, L. K., Parmelee, D. X, McMahon, K. K., Levine, R. E., & Billings, D. M. (2007). Team-Based Learning for Health Professions Education: A guide to using small groups for improving learning. VA: Stylus Publishing, LLC.
Michaelsen, L. K., & Sweet, M. (2011). Team-based learning. New Directions for Teaching and Learning, (128), 41–51.
Miretzky, D. (2007). A view of research from practice: Voices of teachers. Theory into Practice, 46(4), 272–280. http://doi.org/10.1080/00405840701593857
Novak, G. M., Patterson, E. T., Gavrin, A., & Christian, W. (1999). Just-In-Time Teaching: Blending active learning and web technology. Saddle River: Prentice Hall.
Rogers, E. M. (2003). Diffusion of Innovations (5. ed.). New York: Free Press of Glencoe.
Rudolph, A. L., Lamine, B., Joyce, M., Vignolles, H., & Consiglio, D. (2014). Introduction of interactive learning into
French university physics classrooms. Physical Review Special Topics - Physics Education Research, 10(1), 1–18. http://doi.org/10.1103/PhysRevSTPER.10.010103.
Schivani, M., Brockington, G., & Pietrocola, M. (2013). Aplicações da Robótica no Ensino de Física: Análise de Atividades numa Perspectiva Praxeológica. Revista de Educacíon En Ciencias, Journal of Science Education, 14, 32–36.
Trigueros, M., & Martinez-Planell, R. (2015). Las funciones de dos variables: Análisis mediante los resultados del diálogo entre la teoría APOS y la TAD. Enseñanza de Las Ciencias, 33(2), 157–171. http://dx.doi.org/10.5565/rev/ensciencias.1520
Watson, W. E., Michaelsen, L. K., & Sharp, W. (1991). Member competence, group interaction, and group decision making: A longitudinal study. Journal of Applied Psychology, 76(6), 803–809. http://dx.doi.org/10.1037/0021-9010.76.6.803
Wijayanti, D. (2019). Linking proportionality of arithmetic, algebra and geometry domains in Indonesian lower secondary textbooks. Educação Matemática Pesquisa, 21(4), 74–84.
Wijayanti, D., & Winsløw, C. (2018). Mathematical practice in textbooks analysis: Praxeological reference models, the case of proportion. Journal of Research in Mathematics Education, 6(3), 307. https://doi.org/10.17583/redimat.2017.2078
Winsløw, C. (2011). Anthropological theory of didactic phenomena: some examples and principles of its use in the study of mathematics education. Un Panorama de TAD, CRM Docume (January 2011), 117–138.
Downloads
Published
How to Cite
Issue
Section
License
The authors are responsible for the veracity of the information provided and for the content of the papers.
The authors who publish in this journal fully agree with the following terms:
- The authors attest that the work is unpublished, that is, it has not been published in another journal, event notices or equivalent.
- The authors attest that they did not submit the paper to another journal simultaneously.
- The authors retain the copyright and grant to RPBEC the right of first publication, with the work licensed simultaneously under a Creative Commons Attribution License, which allows the sharing of the work with acknowledgment of authorship and initial publication in this journal.
- The authors attest that they own the copyright or the written permission from copyright owners of figures, tables, large texts, etc. that are included in the paper.
- Authors are authorized to take additional contracts separately, for non-exclusive distribution of the version of the work published in this journal (for example, to publish in institutional repository or as a book chapter), with acknowledgment of authorship and initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) after the publication in order to increase the impact and citation of published work.
In case of identification of plagiarism, inappropriate republishing and simultaneous submissions, the authors authorize the Editorial Board to make public what happened, informing the editors of the journals involved, any plagiarized authors and their institutions of origin.
