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    <title><string language="fre"><![CDATA[“Come on guys, use your sense!” Illuminating the ‘incarnate’ work of teaching - Koshmann]]></string></title>
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        <string language="fre"><![CDATA[Twelve years ago, Lehrer and Schauble rolled out a newly-designed math and science curriculum in a particular 5th gradeclassroom (Lehrer & Schauble, 2004, 2011). In this talk, I will examine a brief fragment of interaction recorded in this classroom.The participants observed here are trying to work out how to graphically represent a set of data. It is a problem of reconciling therange of values to be presented with the space available on the sheet of graph paper with which they are working. In the courseof working out this problem, they engage in the concerted generation of a series of number pairs designed to serve as columnlabels. This unravels, however, into a complex repair sequence (Schegloff, 2000). My objective is to faithfully describe themethodic character of this joint activity, to document in detail how understanding was achieved. Within this fleeting episode wewitness the lived-work of teaching. I offer this analysis as an object for reflection and discussion. It will be used to exemplify analternative program for studying instructional practice, one based not on assessment, but rather on description.]]></string></description>
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NOTE:Tim Koschmann  est professeur d’éducation médicale. Ses recherches se   sont tout  d’abord  centrées sur la façon dont la technologie peut être   utilisée pour «  augmenter » des formes d’enseignements collaboratives.   Puis elles ont  évolué vers une enquête plus fondamentale qui réfère à   l’organisation  sociale de l’enseignement et de l’apprentissage.  Il   étudie cette organisation sociale en particulier à travers les  concepts   de découverte, compréhension, raison, en tant que domaines    d’interactions. Il s’appuie sur l’ethnométhodologie et l’analyse de    discours.   Il a édité récemment un ouvrage qu’on peut considérer à   la fois comme  fondamental et profondément novateur pour l’étude des   relations entre  enseignement et apprentissage, Theories of Learning and Studies of  Instructional Practice.
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