Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2200
Title: Semiosis Process in Joint Didactic Action
Authors: Sensevy, Gérard
Forest, Dominique
Issue Date: Jul-2012
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Sensevy, G. & Forest, D. (2012). Semiosis Process in Joint Didactic Action. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 1, Full Papers (pp. 17-24). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.
Abstract: In this paper, we aim to show how the Joint Action Theory in Didactics (JATD) may contribute to construct a science of instructional practice. From this perspective, we propose the two concepts of student's twofold semiosis and teacher's equilibration work, which allow us to understand the instructional practice and the learning process in the same conceptualization. We illustrate these concepts and our video research methodology within two case studies. The first case study concerns tactile reading with a visually impaired student at primary school. The second case study refers to a learning situation proposed by Brousseau (2004), the Treasure Game, which one can see as a fundamental situation for the representational process. By contrasting the two cases, we attempt to identify two different kinds of equilibration works. We show how these two different equilibration works involve different ways of articulating the twofold semiosis in the didactic transactions.
URI: https://doi.dx.org/10.22318/icls2012.1.17
https://repository.isls.org//handle/1/2200
Appears in Collections:ICLS 2012

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