Esta dissertação tem como objetivo analisar o desenvolvimento das capacidades de linguagem necessárias para a produção dos gêneros résumé e note de lecture por meio de sequências didáticas elaboradas para um curso de escrita acadêmica. Buscamos, ainda, verificar se os alunos desenvolvem capacidades de linguagem no trabalho com o gênero résumé que podem transferir para a produção do gênero note de lecture. Finalmente, visamos a investigar se há influência, nas produções dos alunos, da atuação do professor na aplicação das sequências didáticas. Propomo-nos, assim, a contribuir com os estudos realizados sobre o ensino de gêneros textuais e com os estudos realizados sobre o desenvolvimento da escrita acadêmica em língua francesa. Esta pesquisa fundamenta-se no Interacionismo Sociodiscursivo (ISD) tal como desenvolvido por Bronckart (1999, 2006, 2008) e por outros pesquisadores que fazem parte do mesmo quadro teórico (SCHNEUWLY e DOLZ, 2004; MACHADO, 2009) que se concentram na questão dos gêneros textuais no ensino-aprendizagem de línguas. Visando a alcançar nossos objetivos, elaboramos os modelos didáticos dos gêneros résumé e note de lecture, a partir da análise de 20 textos de cada gênero, e duas sequências didáticas para ensiná-los em um curso de escrita acadêmica intitulado Gêneros textuais acadêmicos: produção de textos orais e escritos em francês para participação no contexto universitário. As produções iniciais e finais de cada gênero, realizadas pelos alunos participantes do curso, foram analisadas segundo o modelo de análise de textos do Interacionismo Sociodiscursivo (BRONCKART, 1999) e através de uma comparação com seus respectivos modelos didáticos. Com nossas análises, observamos que ao trabalhar com os gêneros résumé e note de lecture em sala de aula, os alunos puderam desenvolver capacidades de linguagem necessárias para a produção desses gêneros e, além disso, verificamos que capacidades desenvolvidas através da sequência didática do résumé podem ser transferidas para a produção da note de lecture. Dessa forma, nossa pesquisa traz contribuições para os estudos sobre gêneros desenvolvidos no grupo ALTER-AGE-CNPq, para os estudos que vêm sendo realizados sobre a escrita acadêmica e para as pesquisas que têm sido desenvolvidas no âmbito do Laboratório de Letramento Acadêmico da FFLCH-USP. / This dissertations goal is to analyse the development of language capacities that are necessary to write the genres résumé and note de lecture through didactic sequences elaborated for a course of academic writing. We also intend to verify if the students develop language capacities when working with the genre résumé which could be transferred to the genre note de lecture. Lastly, we aim at investigating if the teachers application of didactic sequences influences the students written productions. We intend therefore to contribute with the research on genre teaching and on the development of academic writing in French. This research is based on the Socio-Discursive Interactionism (SDI) as developed by Bronckart (1999, 2006, 2008) and by other researchers from the same theoretical framework (SCHNEUWLY; DOLZ, 2004; MACHADO, 2009) whose focus is the study of textual genres in the teaching and learning of languages. In order to achieve our goals, we elaborated the didactic models of the genres résumé and note de lecture based on 20 texts of each genre and two didactic sequences for the sake of teaching them in a course of academic writing entitled Academic textual genres: oral and written texts in French in an academic context. The first and last written productions of each genre done by the students enrolled in the course were analysed according to the model of textual analysis proposed by the Socio-Discursive Interactionism (BRONCKART, 1999) and compared to their didactic models. We observed that the students could develop the language capacities that are necessary to write the genres résumé and note de lecture when working with these genres in the classroom. Moreover, we verified that the language capacities developed through the didactic sequence of the résumé could be transferred to the note de lecture. Consequently, our research brings contributions to the studies about genres developed by the group ALTER-AGE-CNPq to the studies about academic writing and to the studies that have been held under the Academic Literacy Laboratory at FFLCH-USP.

Esta dissertação tem como objetivo analisar o desenvolvimento das capacidades de linguagem necessárias para a produção dos gêneros résumé e note de lecture por meio de sequências didáticas elaboradas para um curso de escrita acadêmica. Buscamos, ainda, verificar se os alunos desenvolvem capacidades de linguagem no trabalho com o gênero résumé que podem transferir para a produção do gênero note de lecture. Finalmente, visamos a investigar se há influência, nas produções dos alunos, da atuação do professor na aplicação das sequências didáticas. Propomo-nos, assim, a contribuir com os estudos realizados sobre o ensino de gêneros textuais e com os estudos realizados sobre o desenvolvimento da escrita acadêmica em língua francesa. Esta pesquisa fundamenta-se no Interacionismo Sociodiscursivo (ISD) tal como desenvolvido por Bronckart (1999, 2006, 2008) e por outros pesquisadores que fazem parte do mesmo quadro teórico (SCHNEUWLY e DOLZ, 2004; MACHADO, 2009) que se concentram na questão dos gêneros textuais no ensino-aprendizagem de línguas. Visando a alcançar nossos objetivos, elaboramos os modelos didáticos dos gêneros résumé e note de lecture, a partir da análise de 20 textos de cada gênero, e duas sequências didáticas para ensiná-los em um curso de escrita acadêmica intitulado Gêneros textuais acadêmicos: produção de textos orais e escritos em francês para participação no contexto universitário. As produções iniciais e finais de cada gênero, realizadas pelos alunos participantes do curso, foram analisadas segundo o modelo de análise de textos do Interacionismo Sociodiscursivo (BRONCKART, 1999) e através de uma comparação com seus respectivos modelos didáticos. Com nossas análises, observamos que ao trabalhar com os gêneros résumé e note de lecture em sala de aula, os alunos puderam desenvolver capacidades de linguagem necessárias para a produção desses gêneros e, além disso, verificamos que capacidades desenvolvidas através da sequência didática do résumé podem ser transferidas para a produção da note de lecture. Dessa forma, nossa pesquisa traz contribuições para os estudos sobre gêneros desenvolvidos no grupo ALTER-AGE-CNPq, para os estudos que vêm sendo realizados sobre a escrita acadêmica e para as pesquisas que têm sido desenvolvidas no âmbito do Laboratório de Letramento Acadêmico da FFLCH-USP. / This dissertations goal is to analyse the development of language capacities that are necessary to write the genres résumé and note de lecture through didactic sequences elaborated for a course of academic writing. We also intend to verify if the students develop language capacities when working with the genre résumé which could be transferred to the genre note de lecture. Lastly, we aim at investigating if the teachers application of didactic sequences influences the students written productions. We intend therefore to contribute with the research on genre teaching and on the development of academic writing in French. This research is based on the Socio-Discursive Interactionism (SDI) as developed by Bronckart (1999, 2006, 2008) and by other researchers from the same theoretical framework (SCHNEUWLY; DOLZ, 2004; MACHADO, 2009) whose focus is the study of textual genres in the teaching and learning of languages. In order to achieve our goals, we elaborated the didactic models of the genres résumé and note de lecture based on 20 texts of each genre and two didactic sequences for the sake of teaching them in a course of academic writing entitled Academic textual genres: oral and written texts in French in an academic context. The first and last written productions of each genre done by the students enrolled in the course were analysed according to the model of textual analysis proposed by the Socio-Discursive Interactionism (BRONCKART, 1999) and compared to their didactic models. We observed that the students could develop the language capacities that are necessary to write the genres résumé and note de lecture when working with these genres in the classroom. Moreover, we verified that the language capacities developed through the didactic sequence of the résumé could be transferred to the note de lecture. Consequently, our research brings contributions to the studies about genres developed by the group ALTER-AGE-CNPq to the studies about academic writing and to the studies that have been held under the Academic Literacy Laboratory at FFLCH-USP.

Syftet med studien är att öka kunskapen om hur den didaktiska modellen kunskapsintressen kan användas som stöd för didaktisk analys och design av kemiundervisning i förskolan. Med avstamp i aktionsforskning gjordes en didaktisk modellering där exemplifierades hur kunskapsintressen kan användas som stöd i planering, genomförande och utvärdering av undervisning. Med kunskapsintressets tre intressen – namngivnings-, sambands- och förklaringsintresset - har det genomfört två undervisningscyklar. I undervisningscyklerna har särskilt sambandsintresset med begreppen hända och ändra betonas i planeringen samtidigt som de andra intressena har uppmärksammats. Undervisningsaktiviteten är utforskande för barnen där de får pröva sig fram och resonera kring det som kan tänkas hända. Insamlingen av empirin skedde genom ljudinspelning under aktiviteterna, där tre barn (fyra-fem års ålder) deltog per undervisningscykel. I resultatet framkommer det hur de tre intressena har använts och hur de har varit ett stöd i utvärdering och förbättring av undervisningscyklarna. Eftersom undervisningsaktiviteterna utgick från de tre intressena skapades en helhet vilket blev synlig i resultatet då flera barn återkopplade till begrepp när de resonerade och kring det de observerade. Det blev även tydligt att flera av barnen såg sambandet mellan det som ändras och det som händer under aktivitetens gång. Slutsatsen är att kunskapsintressen kan vara ett stöd för pedagoger i planering, genomförande och utvärdering av kemiundervisning. / The purpose of the study is to increase knowledge of how the didactic model Knowledge interest can be used as support of didactic analysis and design in in preschool chemistry. The study followed the research approach action research. With that as a starting point, a didactic modelling was made with the didactic model Knowledge interest used as support for planning, implementation and evaluation in education. With the three interests of Knowledge interests, i. e. the taxonomic, relational and explanation interest, two education cycles were implemented. In the education cycles, the relational interest of the concepts happen and change were emphasized in planning while other interest were noticed simultaneously. The data collection was made through audio recordings during the activities, in which three children per cycle (age four-five years) took part. The result shows that the three interest have been used and that they have supported the evaluation and improvement of the education cycles. Because the activities were based on the tree interests, a whole was created, which became visible in the result when several children reconnected concepts when they reasoned and around that they observed. It also became clear that several children made the connection between what changes to and what happens during the activity. The conclusion is that the model Knowledge interest can support educators in planning, implementation and evaluation in teaching chemistry.

Made available in DSpace on 2016-04-28T18:22:53Z (GMT). No. of bitstreams: 1 Dalve Oliveira Batista Santos.pdf: 1498672 bytes, checksum: f4c807d3dabef46bd00bc87ac727995b (MD5) Previous issue date: 2014-06-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims to identify the oral and written characteristics of cordel literature that may contribute to developing a didactic model aimed at the teaching and learning process of this genre. We understand as didactic model a descriptive object whose function is guiding school practices of production, by identifying the constitutive dimensions of genre and the selection of characteristics that may be taught. We chose to construct the didactic model because we think the study of textual genre with which we intend to work will provide greater knowledge about the genre concerned and it will allow constructing an educational material suitable to teach it. The construction of a didactic model is among the steps of a larger proposal to construct didactic sequences of genres, organized according to the relation between the genre, its teachable characteristics, and language capabilities (action, discursive, and linguistic-discursive capacity), which learners are expected to develop. Thus, to achieve the aim of this research, we seek to answer the following questions: a) What are the predominant characteristics of cordel works regarding the textual layers proposed by Bronckart? and b) What is the relationship between the levels of analysis and production and the language skills? The theoretical framework of this study is focused on the theoretical assumptions of sociodiscursive interactionism (BRONCKART, 1999) and the didactic issues of teaching genres (DOLZ & SCHNEUWLY, 2010), in addition to studies on cordel literature (ABREU, 2008; ACOPIARA, 2009; CAVALCANTI, 2008). The corpus consists of 4 works of the genre cordel written by authors from the state of Bahia, Brazil. Hence, the analytical procedures focus on the production conditions of these texts and their infrastructure in terms of organization, textualization mechanisms, and enunciative mechanisms. Therefore, analyzing cordel works leads us to conclude that the overall textual organization and the structuring of these texts depend on production conditions, specifically on representations made by the producer/enunciator regarding his production conditions / O objetivo desta pesquisa é identificar as características definidoras do cordel que podem ser utilizadas para a elaboração de um modelo didático que vise ao seu processo de ensino e aprendizagem. Entendemos como modelo didático um objeto descritivo cuja função é nortear as práticas escolares de produção, identificando-se as dimensões constitutivas do gênero e a seleção das características que podem ser ensinadas. Optamos pela construção do modelo didático por compreender que o estudo do gênero textual com o qual pretendemos trabalhar propiciará um conhecimento maior sobre o gênero em questão e permitirá a construção de material didático adequado a seu ensino. A construção de um modelo didático é um dos passos de uma proposta maior para se construir sequências didáticas de gêneros, organizadas de acordo com a relação feita entre o gênero, suas características ensináveis e as capacidades de linguagem (capacidade de ação, discursiva e linguístico-discursiva), que se espera que os educandos desenvolvam. Nesse sentido, para alcançarmos o objetivo desta pesquisa, buscamos responder as seguintes perguntas: a) Quais são as características predominantes nos cordéis em relação ao folhado textual proposto por Bronckart? b) Qual a relação entre os níveis de análise e produção e as capacidades de linguagem? A fundamentação teórica do estudo está centrada nos pressupostos teóricos do interacionismo sociodiscursivo (BRONCKART, 1999), e nas questões didática de ensino de gêneros (DOLZ & SCHNEUWLY, 2010) e nos estudos sobre o cordel (ABREU 2008; ACOPIARA 2009; CAVALCANTI 2008.). O corpus é constituído de quatro exemplares do gênero cordel escrito por cordelistas baianos. Dessa forma, os procedimentos de análise focalizam as condições de produção desses textos e a sua infraestrutura envolvendo a organização, os mecanismos de textualização e os mecanismos enunciativos. Assim, a análise dos cordéis nos leva a concluir que a organização textual global e a estruturação dos textos pertencentes ao cordel dependem das condições de produção, mais especificamente, das representações que o produtor/enunciador tem sobre suas condições de produção

Denna avhandling tillämpar Anthony Giddens teori om sen-modernitet på gymnasieutbildningen, och i synnerhet dess inverkan på föreställningarna om ’jaget’ och självidentiteten. Den ger svar på den didaktiska frågan ”till vem?”. Dess avsikt är att förstå eleverna på en existentiell nivå, och att förstå hur de påverkas av den samtida världen. Giddens bok från 1991, Modernity and Self Identity: Self and Society in the Late Modern Age, används som teoretiska ramverket. Denna avhandling har två delar. I den första delen genomför jag ett läroplansanalys av den svenska gymnasieskolan från 1970 till 2022 och tolkar läroplanerna genom sen-modernitetens teoretiska ramar. Detta visar hur villkoren för ’högmodernitet’ återspeglas i läroplanen, vilket motiverar att överväga hur dessa förhållanden påverkar våra elevers självidentitet och vad detta betyder för undervisningen. I den andra delen utvecklar jag en didaktisk modell som kan vara till hjälp i vår undervisning då den ger klarhet om eleven under sen-moderniteten. / This thesis applies Anthony Gidden’s theory of late modernity to upper secondary school education and, in particular, its impact on the notions of the self and self-identity. It provides an answer to the didactic question “to whom?”. The intent is to understand the students at an existential level, and to understand how they are affected by the contemporary world. Giddens’ 1991 book, Modernity and Self Identity: Self and Society in the Late Modern Age, is used as the theoretical framework. This thesis has two parts. In the first, I carry out a curriculum study of Swedish upper secondary school from 1970 to 2022 and interpret the curricula through the theoretical framework of late modernity. This shows how the conditions of ‘high modernity’ are reflected in the curriculum, which justifies considering how these conditions impact on the self-identity of our students and what this means for teaching. In the second part, I develop a didactic model that can assist in our teaching as it provides clarity on the student in late modernity.

Made available in DSpace on 2016-04-28T18:24:02Z (GMT). No. of bitstreams: 1 Carla Messias Ribeiro da Silva.pdf: 634645 bytes, checksum: f7dfc53138b8894bbaf4ebdc2d33a0ea (MD5) Previous issue date: 2009-05-05 / Fundação Ford / This research has as aim identify the defining genre journalism commentary radio characteristics for the purpose of building the " didactic model" of this genre, from which we propose possible activities that may enable the development of language capabilities for the production of texts belonging to this genre. The didactic model is an object descriptive that evidence the dimensions of a teachable genre. Its construction is only one step of a wider proposal on working with the teaching of genres and aims at the development of teaching sequences, arranged according to the link made between the genre, its characteristics and capabilities teachable of language (ability to action, discursive and linguistic-discursive) that learners are expected to develop. To achieve our goal, we sought to answer two questions: a) What are the defining characteristics of radio journalism comment? b) What are the characteristics of this genres teachable? This study initially presents the theoretical assumptions of sociodiscursive interactionism (BRONCKART, ss 1999/2007), the assumptions of the same order that address issues of didactic teaching of genres (DOLZ, 1995; SCHNEUWLY, 1998; DOLZ & SCHNEUWLY, 2004) and studies in the area of Journalism and Radiojornalism (MELO, 2003; BARBOSA, 2005, BARBEIRO & LIMA, 2003, among others). The corpus consists of texts of the Official Program of the Morning Service and Official of Issuing Radio Jovem Pan AM from São Paulo / SP. The analysis procedures focus on the production conditions of these texts and the architecture, surrounding the organization, the mechanisms and the mechanisms textualization. With the analysis results, we see the importance of production conditions for the formation of texts belonging to the genre radio journalistic comment, identify the defining characteristics of this genre, develop the teaching model and suggest some activities for developing a didactic sequence / O objetivo desta pesquisa é identificar as características definidoras do gênero comentário jornalístico radiofônico com a finalidade de construir o modelo didático desse gênero, a partir do qual propomos possíveis atividades que podem possibilitar o desenvolvimento de capacidades de linguagem para a produção de textos pertencentes a esse gênero. O modelo didático é um objeto descritivo que evidencia as dimensões ensináveis de um gênero. Sua construção é apenas uma das etapas de uma proposta mais ampla sobre o trabalho com o ensino de gêneros e visa à elaboração de seqüências didáticas, organizadas de acordo com a relação feita entre o gênero, suas características ensináveis e as capacidades de linguagem (capacidade de ação, discursiva e linguístico-discursiva) que se espera que os aprendizes desenvolvam. Para alcançar nosso objetivo, buscamos responder a duas questões: a) Quais as características definidoras do comentário jornalístico radiofônico? b) Quais são as características ensináveis desse gênero? Esse estudo apresenta, inicialmente, os pressupostos teóricos do interacionismo sociodiscursivo (BRONCKART, 1999/2007 ss), os pressupostos dessa mesma ordem que abordam as questões didáticas do ensino de gêneros (DOLZ,1995; SCHNEUWLY, 1998; DOLZ & SCHNEUWLY, 2004) e o estudos da área do Jornalismo e Radiojornalismo (MELO, 2003; BARBOSA, 2005; BARBEIRO & LIMA, 2003, entre outros). O corpus é constituído de textos dos Programas Jornal da Manhã e Jornal de Serviços da Emissora de Rádio Jovem Pan AM de São Paulo / SP. Os procedimentos de análise enfocam as condições de produção desses textos e a sua arquitetura envolvendo a organização, os mecanismos de textualização e os mecanismos enunciativos. Com o resultado das análises, pudemos constatar a importância das condições de produção para a constituição dos textos pertencentes ao gênero comentário jornalístico radiofônico, identificar as características definidoras desse gênero, elaborar o modelo didático e sugerir algumas atividades para a elaboração de uma sequência didática

Students in middle school often have limited opportunities to think for themselves even though they actively participate in practical activities. The purpose of this study is to illustrate how the didactic model Interaction can be used as support by teachers to provide students with conceptual prerequisites for thinking scientifically in inquiry-based work. A didactic modeling has been done where we have used exemplification inspired by action research as a research approach to show how Interaction in combination with a socio-cultural perspective on learning can be used as support for planning, implementation, and evaluation of inquiry. The teaching design was carried out in two full cycles and one initiated cycle to exemplify how we have relied on the model for didactic design and analysis. In total, 18 students participated divided into two cycles. The teaching content was chemical solutions. Data was collected as a basis for evaluating the design through audio recordings that were transcribed and analyzed with the support of Interaction. The result exemplifies how the model supported in making visible which concepts could be relevant to introduce to the students to think scientifically about what they observed. It thus made conceptual alternatives visible and enabled reflection on which concepts we wanted to introduce and when, to support students' scientific thinking. A conclusion of the study is that the exemplification shows how Interaction can support reflection on which conceptual prerequisites one wants to provide students in inquiry-based activities. Therefore, it is a didactic tool that can support teachers in becoming more conceptually active in teaching to make students more active in scientific content. / Elever i mellanstadiet får ofta lite utrymme att tänka själva även om de deltar aktivt i görandet i praktiska aktiviteter. Syftet med denna studie är att exemplifiera hur den didaktiska modellen Växelverkan kan användas som stöd av lärare för att ge eleverna begreppsliga förutsättningar för att tänka naturvetenskapligt i det undersökande arbetet. En didaktisk modellering har gjorts där vi använt exemplifiering med inspiration av aktionsforskning som forskningsansats för att visa hur Växelverkan i kombination med ett sociokulturellt perspektiv på lärande kan användas som stöd för planering, genomförande och utvärdering av undersökande arbete. Undervisningsdesignen genomfördes i två hela cykler och en påbörjad för att exemplifiera hur vi tagit stöd av modellen för didaktisk design och analys. Sammanlagt deltog 18 elever fördelat på två cykler. Undervisningsinnehållet var kemiska lösningar.  Data samlades in som underlag för att utvärdera designen genom ljudinspelning som sedan transkriberades och analyserades med stöd av Växelverkan. Resultatet exemplifierar hur modellen gav stöd för att synliggöra vilka begrepp som kunde vara relevanta att introducera för eleverna för att tänka naturvetenskapligt kring det de observerade. Därmed synliggjorde den begreppsliga alternativ och möjliggjorde reflektion kring vilka begrepp vi ville introducera och när, för att stödja elevernas naturvetenskapliga tänkande. En slutsats av studien är att exemplifieringen visar hur Växelverkan kan vara ett stöd för att reflektera kring vilka begreppsliga förutsättningar man vill ge eleverna i undersökande aktiviteter. Den är därför ett didaktiskt verktyg som kan stödja lärare i att bli mer begreppsligt aktiva i undervisningen i syfte att göra eleverna mer aktiva i det naturvetenskapliga innehållet.

Text in Afrikaans / Die doel met hierdie studie was om didaktiese riglyne te formuleer waarvolgens die afstandsonderrig van ouditkunde, as deeldissipline in die opleiding van rekenmeesters en ouditeure, beplan, uitgevoer en deurlopend geevalueer kan word. Sodanige riglyne kan dien as rigtingwysers vir die verdere ontwikkeling van geskikte afstandsonderrigstrategiee. Ten aanvang is die leerinhoud van die ouditkunde vakgebied ontleed en afgebaken. Daarna is 'n didakties-gefundeerde onderrigmodel beskryf en op die ouditkunde vakinhoud, afstandsleerders en dosente toegepas. Hieruit is riglyne geformuleer wat gevolg kan word vir die wetenskaplike beplanning, uitvoering en evaluering van ouditkunde afstandsonderrig. Uit 'n evaluering van die huidige afstandsonderrigstrategiee vir ouditkunde aan Unisa het dit gebly~ dat sekere leemtes bestaan. Ten slotte is daar op grond van die didaktiese riglyne voorstelle gemaak om hierdie leemtes te oorbrug en is verskeie onderwerpe vir verdere navorsing ook geidentifiseer. / The aim of this study was to formulate didactic guidelines according to which the distance teaching of auditing, as part-discipline in the training of accountants and auditors, can be p 1 an ned, imp 1 emented and continually evaluated. These didactic guidelines can serve as guidelines for the further development of suitable distance education strategies. First, the auditing syllabus was analysed and delineated. Next, a didactically founded instructional model was described and applied to the subject matter of auditing, distance students and tutors. From this, guidelines were formulated which can be followed to scientifically plan, implement and evaluate the distance teaching of auditing. An evaluation of the existing distance teaching strategies for auditing at Unisa indicated that certain shortcomings exist. Finally, recommendations based upon the didactic guidelines were made to overcome the shortcomings. identified. / Auditing / M. Com. (Auditing)

De nos jours, différentes ressources littéraires de vulgarisation scientifique (VS), notamment la littérature jeunesse, sont utilisées pour aborder des contenus scientifiques en classe de primaire. Sans tenter de se substituer aux manuels scolaires, ces outils d’éducation non formels proposent différents textes narratifs et informatifs qui présentent des concepts scientifiques. En plus de développer la curiosité scientifique, la littérature jeunesse propose souvent des textes scientifiques d’une grande qualité. Néanmoins, son utilisation n’est pas exempte de difficultés. Notamment, ce type de littérature présente parfois des concepts erronés entraînant le développement de fausses conceptions. Afin d’accompagner les vulgarisateurs scientifiques dans l’élaboration de ressources de VS adaptées aux conceptions alternatives des jeunes lecteurs, et ultimement les amener à remettre en question leurs idées préconçues, nous avons identifié un dispositif didactique conçu essentiellement pour le travail en classe : le texte de réfutation. Pour tenter d’amener un changement conceptuel chez les élèves, ce texte énonce d’abord une conception alternative, puis la réfute, pour ensuite présenter l’explication scientifique du phénomène décrit. Pour donner suite à l’analyse de trois textes de réfutation, nous avons été à même d’identifier certains concepts qui sont au cœur de ce dispositif didactique, notamment la carte conceptuelle, les niveaux de formulation et la transposition didactique. Inspiré par ces concepts, nous avons élaboré un modèle didactique de VS ayant pour but d’accompagner pas à pas un vulgarisateur scientifique dans la conception de ressources adaptées au public de jeunes lecteurs. Le modèle Design Experiment nous a permis de mettre à l’essai et de bonifier cette version provisoire du modèle didactique de VS, grâce à la participation de deux vulgarisateurs scientifiques qui ont chacun élaboré deux textes de vulgarisation scientifique : l’un, des textes narratifs et l’autre, des textes informatifs, pour une cohorte de 83 élèves de cinquième année du primaire. Les sujets abordés dans ces textes sont le requin blanc, le béluga, et les muscles et l’entraînement. Pour que nous puissions étudier l’évolution des conceptions des élèves, chacun d’eux a répondu à un prétest et un posttest, et certains élèves ont également été sollicités pour participer à des entrevues de groupe avec les vulgarisateurs. Cette recherche a permis de réunir la didactique et la VS. Les vulgarisateurs ont pu mesurer la pertinence de prendre en compte les conceptions alternatives des jeunes lecteurs, tirer profit du texte de réfutation et adapter le niveau de formulation de leurs textes. / Nowadays, different literary resources of popular science, including children's literature, are used to address the scientific content in elementary classrooms. Without trying to replace textbooks, these non-formal educational tools offer different narrative and informative texts that present demonstrations of science. In addition to developing scientific curiosity, children's trade books propose scientific texts of high quality. However, these texts would not be without some level of weakness. In particular, they sometimes present erroneous concepts leading to misconceptions. To support the science writers in the popular science resource development suited to alternative conceptions of young learners, and ultimately to get them to change these conceptions, we identified a didactic text designed primarily for classroom work called refutation text. To promote conceptual change, the text first sets out an alternative design, refutes the alternative conception, and then presents scientific explanation. After the analysis of three refutation texts, we were able to identify some didactic concepts at the heart of this text pattern; the concept map, the learner’s knowledge level, and didactic transposition. Inspired by these concepts, we have developed a didactic model of popular science to accompany a science writer, step by step, in the design of appropriate resources for young readers. The Design Experiment model has allowed us to test and improve this experimental model of popular science through the participation of two science writers who each developed two popular science texts. One writer composed two narrative texts, another wrote two informative texts for a group of 83 students in fifth grade. Topics covered in these texts were white sharks, beluga whales, and muscles and training. To study the evolution of student conception, each answered pre-test and post-test questions and some students were also asked to participate in group interviews with the science writers. This research brought together didactics and popular science. Science writers were able to measure the relevance of taking into account the views of young readers’ conceptions, the use of refutation text, and the adaptation of the texts to learner’s knowledge level.

La profunda relación existente entre la música, el lenguaje y la literatura a través de la historia se ha manifestado en diversos niveles de interacción capaces de inspirar y justificar el diseño de intervenciones didácticas musicales para la educación literaria en Secundaria. La presente investigación propone la utilización de técnicas interdisciplinares músico-literarias como parte de un modelo didáctico de interpretación intertextual que contribuya a mejorar las competencias lingüísticas y literarias en el alumnado de Educación Secundaria. / The deep relationship between Music, Language and Literature through History has shown itself in various ways and at very different levels of interaction inspiring and making possible the design of didactic strategies using Music in order to teach literature in secondary education.This book presents a few ideas and practical examples of how an interdiciplinary approach can help to improve linguistic and literary skills in the classroom.