The central figure in this thesis is Robert Jameson (1774-1854), geologist, mineralogist and Professor of Natural History at the University of Edinburgh. Jameson's geological work is examined in relation to the social and intellectual interests of contemporary civil society, and in particular, in terms of the debates in Edinburgh between Huttonians and Wernerians (of which group Jameson was one) concerning the nature of geological evidence and of theory in geological explanation. This thesis is also concerned to bring into sharper focus the state of, and public interest in, the earth sciences in Scotland in the first two decades of the nineteenth century. In this regard, analysis centres upon the conceptual basis and scientific methods behind Jameson's work and upon the making of natural knowledge as a situated intellectual and social concern. The thesis has eight chapters. Following an introduction and literature review they are, respectively, concerned with showing that in societies, teaching, museology, fieldwork, laboratories and through publications, Jameson's scientific 'methodology' conformed in large part to the Baconian taxonomic and descriptive elements of Wernerianism. This thesis also suggests that scholars have hitherto misrepresented and overplayed the 'theoretical' nature of Jameson's work, and in so doing, have only characterised the debate between Huttonians and Wemerians as a conflict between rival theories. In re-examining the several activities and the conduct of Huttonians and Wernerians (in this case Jameson) in a variety of settings, a rather different understanding of the nature of debate is here advanced. Specifically, it is shown that rivalry between Huttonians and Wernerians in the sites stated above might be better understood not in terms of two opposing theories, but, rather, as a rivalry between a vigorously held theory on the one hand (proponents of Huttonianism) and, on the other, a conviction about the prematurity of theory and importance of a Baconian empirical approach. The thesis also suggests that understanding the intellectual contexts to such geological enquiry depends importantly upon knowing something of the social and civic nature of scientific 'ownership', institutional authority, personal reputation and the proprietorial control of local scientific knowledge.

Depuis quelques années déjà, et en référence aux épistémologies rationalistes de Bachelard, Canguilhem et Popper, les relations entre problèmes, savoirs et apprentissages scientifiques sont au centre de nombreuses recherches didactiques. Au cœur de cela les interactions langagières y tiennent une place de premier choix, ce qui explique notamment l'importance accordée au débat scientifique, et dont la représentation du produit, en termes d'activité problématisante, est rendue possible par la réalisation d'“espaces contraintes et nécessités”, lesquels s'appuient sur la distinction centrale du registre empirique et du registre du modèle [ou des modèles], mais également sur la distinction tout aussi centrale de l'assertorique et de l'apodictique, c'est-à-dire de ce qui relève du contingent et du nécessaire. Reste cependant que, si le débat scientifique semble consacré à la construction du problème en jeu, se pose à présent la question, au sein du cadre conceptuel de la problématisation que nous mobilisons, de la fonction même des investigations empiriques, au regard de leur structure propre : participent-elles encore à la construction du problème en jeu et, le cas échéant, à quelles conditions ? De ces quelques constats, le présent travail de recherche vise donc à la conceptualisation, la mise en œuvre et l'analyse de deux dispositifs didactiques en sciences, et ce dans une classe du cycle de consolidation du premier degré, le tout afin de mettre en évidence les quelques éléments pouvant participer à l'activité de problématisation scientifique engagée, notamment dans l'articulation de la construction à la résolution du problème en jeu. / For several years now, and with reference to the rationalist epistemology of Bachelard, Canguilhem and Popper, the relationship between problem, scientific knowledge and learning is the focus of extensive educational research. Language holds a first choice place at the heart of this interaction, which explains more particularly the importance given to scientific debate, and whose representation of the outcome, in terms of problematizing activity, is enabled by creating “spaces of constraints and needs”, which build on the fundamental distinction of an empirical thesaurus and the thesaurus of the model [or the models], and also on the equally fundamental distinction of the apodictic and assertoric, that is what is the contingency and the necessary. Furthermore, though the scientific debate seems centered around the construction of the problem at stake, another question is raised, within the conceptual framework of problematization that we mobilize, the very function of empirical investigations, according to their own structure : are still involved in the construction of the problem at stake and, where appropriate, under what conditions ? Based on these recent findings, this research work aims at the conceptualization, the implementation and the analysis of two teaching-learning science sequence, in a class of year 9 and 10, so as to highlight some elements which may participate in the scientific case of problematization to be surveyed, more particularly in the articulation of the construction to solve the problem at stake.

Le sujet de ce travail est d'étudier les moyens de permettre aux étudiants de fin de secondaire d'accéder aux raisons de savoir étroitement liées à la construction des concepts de l'Analyse, et à leur formalisation. La thèse explore cette question et développe un cadre théorique pour l’élaboration d’ingénieries qui visent ce sens et cette nécessité. Ce cadre théorique, conçu au sein de celui de la TSD, repose sur l’élaboration d’un modèle de rationalités et d’adaptations de la TSD notamment aux niveaux heuristiques. Le débat scientifique en classe apparait comme un choix adapté pour la mise en oeuvre d’ingénieries dans ce cadre. Une ingénierie relative à la notion de limite et sa définition formelle est développée puis expérimentée. Les résultats laissent entrevoir chez les étudiants une certaine appropriation du formalisme de la définition de limite, ainsi qu’un lien plus construit entre les objets mathématiques (suites, fonctions) manipulés dans différents cadres lors des situations adidactiques et la définition formelle. / The aim of this work is to study the means necessary to allow students to accede to the raison d'être of the knowledge involved in the building of notions of Calculus and Analysis. The thesis deals with this question and develops a theoretical frame for the conception of engineering which aims this sense and this necessity. This theoretical frame, designed in TDS theory, stands on a model of rationalities and some adaptations of TDS mainly on heuristic levels. We deploy the scientific debate construct to design lessons based on this frame. A didactic engineering aiming at the notion of limit and its formal definition is developed and experimented. Productions resulting from this work suggest a best appropriation of the definition of a limit, as well as a better link between the mathematical objects handled in situations (sequences, functions…) and the formal definition.

Conselho Nacional de Desenvolvimento Científico e Tecnológico / O trabalho que desenvolvemos busca alargar os espaçostempos para narrativase análises de textos, a partir de imagens e textos produzidos com vista à circulação científica produzidos para congressos pela área de currículo e, mais especificamente, pela corrente denominada de pesquisas nos/dos/com os cotidianos. Entendemos que são nesses múltiplos e complexos encontros, nos quais são desenvolvidas formas diversas de conversas, entre pesquisadores e outros praticantespensantes dos cotidianos das redes educativas, que são reproduzidos, transmitidos e criados artefatos materiais (artigos) e imateriais (crenças pedagógicas, pensamentos pedagógicos e curriculares) e relações culturais e educativas, propiciando o encontro de múltiplos mundos culturais, fazendo circular ideias produzidas dentrofora das escolas, bem como dentrofora dos espaçostempos acadêmicos. Incorporando essas ideias, nesta pesquisa, entendemos que pelas necessidades de colocar em diálogo o que vai sendo descoberto em ciência no campo da educação se faz indispensável formas de contato ágeis entre a Universidade e aqueles que se encontram nas diversas redes cotidianas e, em especial, os praticantespensantes docentes nas múltiplas redes educativas em que atuam, já que sem isso não conseguiremos entender quais são os conhecimentos e as significações criados, cotidianamente, pelos mesmos nos contatos com as ideias criadas pelas pesquisas acadêmicas. Mais que isto, estas só podem se considerar completadas quando contarem com as respostas e ideias que são criadas nesses espaçostempos de contato. Com essa atitude que venho desenvolvendo desde o mestrado - continuo no doutorado, investigando o uso da troca científica como potência para pensar e praticar a circulação de conhecimentos e significações, compreendendo a descentralização necessária, na área da Educação, dos pólos de produção e emissão, e considerando a conversação científica, da qual todos podem/devem participar, como parte integrante e fundamental da produção de ciência, nesta área. Tudo isto vem permitindo transformações que se articulam com nossas múltiplas e diversificadas possibilidades de expressão, sensação, entendimento, pelas tantas redes que todos e todas formamos e nas quais aprendemosensinamos. Nesta tese, continuando o trabalho iniciado no mestrado, quando buscamos percorrer na internet os caminhos feitos por artigos de duas conhecidas pesquisadoras da primeira geração de pesquisadores com os cotidianos, em textos produzidos para o ENDIPE de 2010, no doutorado, buscamos acompanhar o trabalho de dois pesquisadores na segunda geração desta mesma corrente de pesquisa, nesta mesma rede, com textos produzidos para reuniões anuais da ANPEd, no Trabalho Encomendado do GT-12/Currículo. Traçamos algumas aproximamos quanto às possibilidades de trocas neste material produzido por dois encontros científicos com características bem diversas / The work presented here has sought to expand the space-time available for narratives and text analyses, by using images and texts that have been specifically produced for circulation within scientific circles, namely ones that have been produced for congresses by those involved in the field of curriculums and, more specifically, by those involved in a field which is generally referred to as research into/of/on the everyday life. In our view, it is during these multiple and complex encounters, where a wide variety of different kinds of debate are developed, between researchers and other participants/thinkers of the everyday of educational networks, that one can witness the reproduction, transmission and creation of material artifacts (articles), immaterial artifacts (pedagogical beliefs, pedagogical and curricular ideas) and cultural and educational relations, meaning that such encounters are ultimately ones of multiple cultural worlds, and ones that ensure the free circulation of ideas produced inside/outside schools, as well as inside/outside academic space-times. By incorporating these ideas, into this survey, our understanding is that by virtue of the need we have to include in such dialogue all that is being discovered in science within the field of education, we must have different forms of effective contact between Universities and those who are part of the different everyday networks and, especially, the participating/thinking teachers who work in the multiple education networks. Without such contacts, it may be impossible to understand what kind of knowledge and meanings are being created, on a day-to-day basis, by them in relation to the ideas being created by academic research. Furthermore, these may only consider themselves fulfilled when they can rely on the answers and ideas that have been created in these space-times of contact. It is with this in mind, a view that I have developed since my masters degree and continued to develop through my PhD, that I investigate the use of scientific exchange as a source of power for thinking about and putting into practice the free circulation of knowledge and meanings, taking into account the much needed decentralization, in the field of education, of the centers of production and emission, and taking into consideration the scientific debate, in which all can and should take part, as an integral and fundamental part of the production of science, in this field. All this has allowed for transformations to take place, which have combined with our multiple and diversified possibilities for expression, sensation, understanding, through the many networks of which we are a part and in which we learn/teach. In this PhD thesis, and continuing the work begun during my masters degree, when the idea was to follow, on the Internet, the lines drawn by the articles of two renowned first generation researchers in the area of the everyday, in articles produced for the ENDIPE (National Convention of Didactics and Teaching Practices) of 2010, we have sought to investigate the work of two second generation researchers working along the same lines of research, in the same network, and their articles produced for the annual meetings of the ANPED (National Association of Post-Graduate and Research in Education), as part of material ordered for the GT-12/Curriculum. We have outlined some options in relation to the possibilities of exchanges in this material produced by two scientific encounters with very different characteristics

Conselho Nacional de Desenvolvimento Científico e Tecnológico / O trabalho que desenvolvemos busca alargar os espaçostempos para narrativase análises de textos, a partir de imagens e textos produzidos com vista à circulação científica produzidos para congressos pela área de currículo e, mais especificamente, pela corrente denominada de pesquisas nos/dos/com os cotidianos. Entendemos que são nesses múltiplos e complexos encontros, nos quais são desenvolvidas formas diversas de conversas, entre pesquisadores e outros praticantespensantes dos cotidianos das redes educativas, que são reproduzidos, transmitidos e criados artefatos materiais (artigos) e imateriais (crenças pedagógicas, pensamentos pedagógicos e curriculares) e relações culturais e educativas, propiciando o encontro de múltiplos mundos culturais, fazendo circular ideias produzidas dentrofora das escolas, bem como dentrofora dos espaçostempos acadêmicos. Incorporando essas ideias, nesta pesquisa, entendemos que pelas necessidades de colocar em diálogo o que vai sendo descoberto em ciência no campo da educação se faz indispensável formas de contato ágeis entre a Universidade e aqueles que se encontram nas diversas redes cotidianas e, em especial, os praticantespensantes docentes nas múltiplas redes educativas em que atuam, já que sem isso não conseguiremos entender quais são os conhecimentos e as significações criados, cotidianamente, pelos mesmos nos contatos com as ideias criadas pelas pesquisas acadêmicas. Mais que isto, estas só podem se considerar completadas quando contarem com as respostas e ideias que são criadas nesses espaçostempos de contato. Com essa atitude que venho desenvolvendo desde o mestrado - continuo no doutorado, investigando o uso da troca científica como potência para pensar e praticar a circulação de conhecimentos e significações, compreendendo a descentralização necessária, na área da Educação, dos pólos de produção e emissão, e considerando a conversação científica, da qual todos podem/devem participar, como parte integrante e fundamental da produção de ciência, nesta área. Tudo isto vem permitindo transformações que se articulam com nossas múltiplas e diversificadas possibilidades de expressão, sensação, entendimento, pelas tantas redes que todos e todas formamos e nas quais aprendemosensinamos. Nesta tese, continuando o trabalho iniciado no mestrado, quando buscamos percorrer na internet os caminhos feitos por artigos de duas conhecidas pesquisadoras da primeira geração de pesquisadores com os cotidianos, em textos produzidos para o ENDIPE de 2010, no doutorado, buscamos acompanhar o trabalho de dois pesquisadores na segunda geração desta mesma corrente de pesquisa, nesta mesma rede, com textos produzidos para reuniões anuais da ANPEd, no Trabalho Encomendado do GT-12/Currículo. Traçamos algumas aproximamos quanto às possibilidades de trocas neste material produzido por dois encontros científicos com características bem diversas / The work presented here has sought to expand the space-time available for narratives and text analyses, by using images and texts that have been specifically produced for circulation within scientific circles, namely ones that have been produced for congresses by those involved in the field of curriculums and, more specifically, by those involved in a field which is generally referred to as research into/of/on the everyday life. In our view, it is during these multiple and complex encounters, where a wide variety of different kinds of debate are developed, between researchers and other participants/thinkers of the everyday of educational networks, that one can witness the reproduction, transmission and creation of material artifacts (articles), immaterial artifacts (pedagogical beliefs, pedagogical and curricular ideas) and cultural and educational relations, meaning that such encounters are ultimately ones of multiple cultural worlds, and ones that ensure the free circulation of ideas produced inside/outside schools, as well as inside/outside academic space-times. By incorporating these ideas, into this survey, our understanding is that by virtue of the need we have to include in such dialogue all that is being discovered in science within the field of education, we must have different forms of effective contact between Universities and those who are part of the different everyday networks and, especially, the participating/thinking teachers who work in the multiple education networks. Without such contacts, it may be impossible to understand what kind of knowledge and meanings are being created, on a day-to-day basis, by them in relation to the ideas being created by academic research. Furthermore, these may only consider themselves fulfilled when they can rely on the answers and ideas that have been created in these space-times of contact. It is with this in mind, a view that I have developed since my masters degree and continued to develop through my PhD, that I investigate the use of scientific exchange as a source of power for thinking about and putting into practice the free circulation of knowledge and meanings, taking into account the much needed decentralization, in the field of education, of the centers of production and emission, and taking into consideration the scientific debate, in which all can and should take part, as an integral and fundamental part of the production of science, in this field. All this has allowed for transformations to take place, which have combined with our multiple and diversified possibilities for expression, sensation, understanding, through the many networks of which we are a part and in which we learn/teach. In this PhD thesis, and continuing the work begun during my masters degree, when the idea was to follow, on the Internet, the lines drawn by the articles of two renowned first generation researchers in the area of the everyday, in articles produced for the ENDIPE (National Convention of Didactics and Teaching Practices) of 2010, we have sought to investigate the work of two second generation researchers working along the same lines of research, in the same network, and their articles produced for the annual meetings of the ANPED (National Association of Post-Graduate and Research in Education), as part of material ordered for the GT-12/Curriculum. We have outlined some options in relation to the possibilities of exchanges in this material produced by two scientific encounters with very different characteristics

I’ve chosen primary to analyze commercial form of advertising by world leading companies; McDonald’s, Coca-Cola and HP due to their implementation of global advertising. The fourth campaign that’s being analyzed is not of commercial type instead it’s characterized as an informative campaign that the ideal organization Amnesty is carring out.  The study has been successful in gathering data that could be presented in correlation with already established theories and then comparing the results. The goal of the research is to create an understanding regarding global advertising as well as the scientific debate that’s going on within the subject. The scientific research has been debated for a long time regarding advertising that’s positioned globally; whether it should be standardized or adapted. This means whether advertising should look the same in all countries or if it should be adapted to a nation’s specific culture. Scientists haven’t yet been successful in establishing what’s considered to be more prominent due to various diverse opinions. By implementing content analysis together with semiotic analysis as a reinforcer, the study was able to examine the global advertising’s design and their common characteristics. Within this study the campaigns have been studied both visually and verbally in addition to their messages and values. The McDonald’s and Coke campaign has been categorized as advertising that reflect specific kinds of lifestyles and therefore characterized as “lifestyle format”. HP campaign on the other hand was using celebrities. This contributed that their global campaign became very personal because the celebrities were reflecting their own personality in the commercials. That’s why HP was categorized as the “personalized format” while Amnesty remained characterized as an informative campaign. Results show that these campaigns’ global form of advertising weren’t only implementing standardized form but also incorporated adapted commercial characteristics as well. This is what the theorizers Hassan, Craft and Kortam call a”hybrid strategy” that’s by their opinion most effective form of global advertising. Another important result was that the “creative strategy” (its promise/statement) is what makes the campaign cohesive. While the “creative tactic” (the visual elements) differs more or less within an advertising campaign. / Jag har valt att främst analysera kommersiella kampanjer från de världsledande företagen McDonald’s, Coca-Cola och HP eftersom de tillämpar global form av reklam.  Den fjärde kampanjen som analyseras är inte av kommersiellt slag då den karaktäriseras som en informativ kampanj som den ideella organisationen Amnesty har genomfört.  Studien har lyckats generera data som kunde sättas i relation med de redan fastställda teorierna och på så vis jämföra resultaten. Forskningens mål är att skapa en förståelse angående global reklam samt den vetenskapliga debatten i ämnet. Den vetenskapliga forskningen har länge debatterat angående om reklam som appliceras globalt borde vara standardiserad eller anpassad, det vill säga om den ska se lika ut i alla länder eller om man borde anpassa den till varje lands individuella kultur. Forskarna har fortfarande inte kommit fram till vad som anses vara mest effektivt då en splittrad syn angående denna fråga uppstår.   Genom kvalitativ innehållsanalys med förstärkning av den semiotiska analysen så kunde studien granska den globala reklamens utformning och dess gemensamma karaktäristiker som uppstår. I denna studie så har reklamkampanjerna granskats både visuellt och språkmässigt samt dess budskap och värderingar. Reklamkampanjerna McDonald’s och Coca-Cola blev kategoriserade som den form av reklam som reflekterar specifika livsstilar och därför karaktäriserades som ”livsstilsformatet”. HP är den reklamkampanj som använde sig av kändisar. Detta gjorde att deras globala reklam blev väldigt personlig då den reflekterade kändisarnas personligheter. Därför kategoriserades HP:s reklamkampanj som det” personifierade formatet” medan Amnesty förblev karaktäriserad som informativ form av kampanj. Resultatet visade att dessa reklamkampanjers globala reklam inte endast implementerade standardiserad form utan likaså integrerade anpassad form. Detta kallar teoretikerna Hassan, Craft och Kortam för ”hybridstrategi” och anses enligt dem vara mest effektivt tillvägagångssätt när det gäller global reklam.  En annan viktig sak som resultatet påvisade var att den ”kreativa strategin” (dess utlovande/påstående) är det som gör kampanjen sammanhängande medan den ”kreativa taktiken” (dess visuella element) mer eller mindre skiljer sig inom en kampanj.

<p>I’ve chosen primary to analyze commercial form of advertising by world leading companies; <em>McDonald’s, Coca-Cola</em> and <em>HP</em> due to their implementation of global advertising. The fourth campaign that’s being analyzed is not of commercial type instead it’s characterized as an informative campaign that the ideal organization <em>Amnesty</em> is carring out.  The study has been successful in gathering data that could be presented in correlation with already established theories and then comparing the results. The goal of the research is to create an understanding regarding global advertising as well as the scientific debate that’s going on within the subject. The scientific research has been debated for a long time regarding advertising that’s positioned globally; whether it should be standardized or adapted. This means whether advertising should look the same in all countries or if it should be adapted to a nation’s specific culture. Scientists haven’t yet been successful in establishing what’s considered to be more prominent due to various diverse opinions.</p><p>By implementing content analysis together with semiotic analysis as a reinforcer, the study was able to examine the global advertising’s design and their common characteristics. Within this study the campaigns have been studied both visually and verbally in addition to their messages and values. The McDonald’s and Coke campaign has been categorized as advertising that reflect specific kinds of lifestyles and therefore characterized as “lifestyle format”. HP campaign on the other hand was using celebrities. This contributed that their global campaign became very personal because the celebrities were reflecting their own personality in the commercials. That’s why HP was categorized as the “personalized format” while Amnesty remained characterized as an informative campaign. Results show that these campaigns’ global form of advertising weren’t only implementing standardized form but also incorporated adapted commercial characteristics as well. This is what the theorizers Hassan, Craft and Kortam call a”hybrid strategy” that’s by their opinion most effective form of global advertising. Another important result was that the “creative strategy” (its promise/statement) is what makes the campaign cohesive. While the “creative tactic” (the visual elements) differs more or less within an advertising campaign.</p> / <p>Jag har valt att främst analysera kommersiella kampanjer från de världsledande företagen<em> McDonald’s, Coca-Cola</em> och <em>HP</em> eftersom de tillämpar global form av reklam.  Den fjärde kampanjen som analyseras är inte av kommersiellt slag då den karaktäriseras som en informativ kampanj som den ideella organisationen <em>Amnesty</em> har genomfört.  Studien har lyckats generera data som kunde sättas i relation med de redan fastställda teorierna och på så vis jämföra resultaten.</p><p>Forskningens mål är att skapa en förståelse angående global reklam samt den vetenskapliga debatten i ämnet. Den vetenskapliga forskningen har länge debatterat angående om reklam som appliceras globalt borde vara standardiserad eller anpassad, det vill säga om den ska se lika ut i alla länder eller om man borde anpassa den till varje lands individuella kultur. Forskarna har fortfarande inte kommit fram till vad som anses vara mest effektivt då en splittrad syn angående denna fråga uppstår.  </p><p>Genom kvalitativ innehållsanalys med förstärkning av den semiotiska analysen så kunde studien granska den globala reklamens utformning och dess gemensamma karaktäristiker som uppstår. I denna studie så har reklamkampanjerna granskats både visuellt och språkmässigt samt dess budskap och värderingar. Reklamkampanjerna McDonald’s och Coca-Cola blev kategoriserade som den form av reklam som reflekterar specifika livsstilar och därför karaktäriserades som ”livsstilsformatet”. HP är den reklamkampanj som använde sig av kändisar. Detta gjorde att deras globala reklam blev väldigt personlig då den reflekterade kändisarnas personligheter. Därför kategoriserades HP:s reklamkampanj som det” personifierade formatet” medan Amnesty förblev karaktäriserad som informativ form av kampanj. Resultatet visade att dessa reklamkampanjers globala reklam inte endast implementerade standardiserad form utan likaså integrerade anpassad form. Detta kallar teoretikerna Hassan, Craft och Kortam för ”hybridstrategi” och anses enligt dem vara mest effektivt tillvägagångssätt när det gäller global reklam.  En annan viktig sak som resultatet påvisade var att den ”kreativa strategin” (dess utlovande/påstående) är det som gör kampanjen sammanhängande medan den ”kreativa taktiken” (dess visuella element) mer eller mindre skiljer sig inom en kampanj.</p>