Choix sous-jacents à la construction de représentations spatiales de concepts
Andrée Tiberghien · Didaskalia · 1994
In this paper, we deal with the concept map representations which are used in communicating between researchers, teachers and students, or deciders and teachers. These spatial representations can correspond to a set of knowledge which is already known and written, such as physics to be taught, or being an explicitation of individuals’ knowledge, such as that of students. In every case, cutting out a set of knowledge necessarily implies making choices, which are implicit or explicit and which will affect the meaning of these maps. In our analysis of two cases, the knowledge to be taught and students’ knowledge, we present the possible implicit choices, and in particular the knowledge used as reference when cutting out.