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Produire un écrit en sciences au cycle 3 de l'école primaire Quels enjeux ?

Abstract : In France, the diachronic analysis proves that the official primary school programs associate the science teaching-apprenticeship to the practice of a dedicated writing support. What are the functions and status of this writing ? This thesis considers the teachers and students points- of-view concerning the place of the writings in sciences which point to an imbalance concerning the epistemic function of writing. The compared analysis of the experience notebooks confirms the existence of a writing extensively and exclusively guided by the teachers. In turn, this has lead to the lack of a writing for students "to think". The didactic implications are considered.
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https://hal-normandie-univ.archives-ouvertes.fr/tel-01785831
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Submitted on : Friday, May 4, 2018 - 3:59:20 PM
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  • HAL Id : tel-01785831, version 1

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Michèle Chabanois. Produire un écrit en sciences au cycle 3 de l'école primaire Quels enjeux ?. Linguistique. Université de Rouen, France, 2014. Français. ⟨tel-01785831⟩

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