The Unification of Didactic Transposition Theory with the Didactic Situation Theory of Brousseau

Luiz Adolfo de Mello

doi:doi:10.11648/j.tecs.20190404.12

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The Unification of Didactic Transposition Theory with the Didactic Situation Theory of Brousseau

Luiz Adolfo de Mello

Published in Teacher Education and Curriculum Studies (Volume 4, Issue 4)

Received: 26 November 2019 Accepted: 21 December 2019 Published: 10 February 2020

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Abstract

We present the most current version of the theory of didactic transposition that encompasses and synthesizes the theory of Chevallard, the Cognitive Theory of Science, Mental Models of Jhonson-Laird and Didactic Situation theory of Brousseau. It is made here a brief review of Chevallard theory and exposes the generalization of this theory by the De Mello according to the work of Izquierdo-Aymerich and the Brousseau. It is proposed here a theory to study how the scientific knowledge (the original scientific models) is transposed to the didactic models. That is, to analyze how the knowledge produced in the 'academic environment' change, adapt, simplify and consolidate as knowledge to be taught in the classroom. We present the characteristics that define the reason for certain knowledge to be present in textbooks as defined in the work of Chevallard, Brockington and others and complementing their work we propose rules that define how a DT should occur or be performed. We present Brousseau's theory for didactic transposition in the classroom or intern, that is, what he calls the didactic contract and didactic situation. Here are proposed particular rules for the science of Mathematics, Physics and Chemistry.

Published in	Teacher Education and Curriculum Studies (Volume 4, Issue 4)
DOI	10.11648/j.tecs.20190404.12
Page(s)	65-75
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Didactic Transposition, Scientific Paradigm, School Scientific Activity, The Textbook Analysis, Didactic Situation

References

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Luiz Adolfo de Mello. (2020). The Unification of Didactic Transposition Theory with the Didactic Situation Theory of Brousseau. Teacher Education and Curriculum Studies, 4(4), 65-75. https://doi.org/10.11648/j.tecs.20190404.12

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Luiz Adolfo de Mello. The Unification of Didactic Transposition Theory with the Didactic Situation Theory of Brousseau. Teach. Educ. Curric. Stud. 2020, 4(4), 65-75. doi: 10.11648/j.tecs.20190404.12

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AMA Style

Luiz Adolfo de Mello. The Unification of Didactic Transposition Theory with the Didactic Situation Theory of Brousseau. Teach Educ Curric Stud. 2020;4(4):65-75. doi: 10.11648/j.tecs.20190404.12

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@article{10.11648/j.tecs.20190404.12,
  author = {Luiz Adolfo de Mello},
  title = {The Unification of Didactic Transposition Theory with the Didactic Situation Theory of Brousseau},
  journal = {Teacher Education and Curriculum Studies},
  volume = {4},
  number = {4},
  pages = {65-75},
  doi = {10.11648/j.tecs.20190404.12},
  url = {https://doi.org/10.11648/j.tecs.20190404.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20190404.12},
  abstract = {We present the most current version of the theory of didactic transposition that encompasses and synthesizes the theory of Chevallard, the Cognitive Theory of Science, Mental Models of Jhonson-Laird and Didactic Situation theory of Brousseau. It is made here a brief review of Chevallard theory and exposes the generalization of this theory by the De Mello according to the work of Izquierdo-Aymerich and the Brousseau. It is proposed here a theory to study how the scientific knowledge (the original scientific models) is transposed to the didactic models. That is, to analyze how the knowledge produced in the 'academic environment' change, adapt, simplify and consolidate as knowledge to be taught in the classroom. We present the characteristics that define the reason for certain knowledge to be present in textbooks as defined in the work of Chevallard, Brockington and others and complementing their work we propose rules that define how a DT should occur or be performed. We present Brousseau's theory for didactic transposition in the classroom or intern, that is, what he calls the didactic contract and didactic situation. Here are proposed particular rules for the science of Mathematics, Physics and Chemistry.},
 year = {2020}
}

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TY  - JOUR
T1  - The Unification of Didactic Transposition Theory with the Didactic Situation Theory of Brousseau
AU  - Luiz Adolfo de Mello
Y1  - 2020/02/10
PY  - 2020
N1  - https://doi.org/10.11648/j.tecs.20190404.12
DO  - 10.11648/j.tecs.20190404.12
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JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 65
EP  - 75
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20190404.12
AB  - We present the most current version of the theory of didactic transposition that encompasses and synthesizes the theory of Chevallard, the Cognitive Theory of Science, Mental Models of Jhonson-Laird and Didactic Situation theory of Brousseau. It is made here a brief review of Chevallard theory and exposes the generalization of this theory by the De Mello according to the work of Izquierdo-Aymerich and the Brousseau. It is proposed here a theory to study how the scientific knowledge (the original scientific models) is transposed to the didactic models. That is, to analyze how the knowledge produced in the 'academic environment' change, adapt, simplify and consolidate as knowledge to be taught in the classroom. We present the characteristics that define the reason for certain knowledge to be present in textbooks as defined in the work of Chevallard, Brockington and others and complementing their work we propose rules that define how a DT should occur or be performed. We present Brousseau's theory for didactic transposition in the classroom or intern, that is, what he calls the didactic contract and didactic situation. Here are proposed particular rules for the science of Mathematics, Physics and Chemistry.
VL  - 4
IS  - 4
ER  -

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Author Information

Luiz Adolfo de Mello

Physics Department, Universidade Federal de Sergipe, Sergipe, Brazil

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Luiz Adolfo de Mello. (2020). The Unification of Didactic Transposition Theory with the Didactic Situation Theory of Brousseau. Teacher Education and Curriculum Studies, 4(4), 65-75. https://doi.org/10.11648/j.tecs.20190404.12

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ACS Style

Luiz Adolfo de Mello. The Unification of Didactic Transposition Theory with the Didactic Situation Theory of Brousseau. Teach. Educ. Curric. Stud. 2020, 4(4), 65-75. doi: 10.11648/j.tecs.20190404.12

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AMA Style

Luiz Adolfo de Mello. The Unification of Didactic Transposition Theory with the Didactic Situation Theory of Brousseau. Teach Educ Curric Stud. 2020;4(4):65-75. doi: 10.11648/j.tecs.20190404.12

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@article{10.11648/j.tecs.20190404.12,
  author = {Luiz Adolfo de Mello},
  title = {The Unification of Didactic Transposition Theory with the Didactic Situation Theory of Brousseau},
  journal = {Teacher Education and Curriculum Studies},
  volume = {4},
  number = {4},
  pages = {65-75},
  doi = {10.11648/j.tecs.20190404.12},
  url = {https://doi.org/10.11648/j.tecs.20190404.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20190404.12},
  abstract = {We present the most current version of the theory of didactic transposition that encompasses and synthesizes the theory of Chevallard, the Cognitive Theory of Science, Mental Models of Jhonson-Laird and Didactic Situation theory of Brousseau. It is made here a brief review of Chevallard theory and exposes the generalization of this theory by the De Mello according to the work of Izquierdo-Aymerich and the Brousseau. It is proposed here a theory to study how the scientific knowledge (the original scientific models) is transposed to the didactic models. That is, to analyze how the knowledge produced in the 'academic environment' change, adapt, simplify and consolidate as knowledge to be taught in the classroom. We present the characteristics that define the reason for certain knowledge to be present in textbooks as defined in the work of Chevallard, Brockington and others and complementing their work we propose rules that define how a DT should occur or be performed. We present Brousseau's theory for didactic transposition in the classroom or intern, that is, what he calls the didactic contract and didactic situation. Here are proposed particular rules for the science of Mathematics, Physics and Chemistry.},
 year = {2020}
}

Copy | Download

TY  - JOUR
T1  - The Unification of Didactic Transposition Theory with the Didactic Situation Theory of Brousseau
AU  - Luiz Adolfo de Mello
Y1  - 2020/02/10
PY  - 2020
N1  - https://doi.org/10.11648/j.tecs.20190404.12
DO  - 10.11648/j.tecs.20190404.12
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 65
EP  - 75
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20190404.12
AB  - We present the most current version of the theory of didactic transposition that encompasses and synthesizes the theory of Chevallard, the Cognitive Theory of Science, Mental Models of Jhonson-Laird and Didactic Situation theory of Brousseau. It is made here a brief review of Chevallard theory and exposes the generalization of this theory by the De Mello according to the work of Izquierdo-Aymerich and the Brousseau. It is proposed here a theory to study how the scientific knowledge (the original scientific models) is transposed to the didactic models. That is, to analyze how the knowledge produced in the 'academic environment' change, adapt, simplify and consolidate as knowledge to be taught in the classroom. We present the characteristics that define the reason for certain knowledge to be present in textbooks as defined in the work of Chevallard, Brockington and others and complementing their work we propose rules that define how a DT should occur or be performed. We present Brousseau's theory for didactic transposition in the classroom or intern, that is, what he calls the didactic contract and didactic situation. Here are proposed particular rules for the science of Mathematics, Physics and Chemistry.
VL  - 4
IS  - 4
ER  -

Copy | Download