par Sylla, Ndella
Référence Canadian journal of science, mathematics and technology education, 14, 3, page (284-298)
Publication Publié, 2014
Article révisé par les pairs
Résumé : The purpose of this study is to contribute to the co-construction of knowledge through a project involving the collaboration of science teacher educators and didactic research specialists. The topics discussed during group sessions reveal which practices are shared and accepted, while others are even disputed or controversial.With the intention of changing the most contentious practices, the researchers encouraged collaboration by focusing on the needs of the educators while questioning certain theoretical concepts that were creating resistance. The challenge is to promote the reinvestment of the co-constructed outcomes in initial training and continuing education