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ERIC Number: ED421712
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 34
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
When Quasi-Authentic Experiences Are "Enminded" into Disciplinary Genres: Crossing Biographic and Situated Knowledge.
Tochon, Francois Victor
The goal of this paper is to show how experience transcends subject-matter planning. Indeed, there is a paradox in planning authentic experiences; hence the word "quasi-authentic" in the title. Subject matters are defined here as disciplinary genres. They are integrated into a new framework for semiotic research into disciplinary didactics as a prototype discipline. The data that serve as the basis for what the article demonstrates relate to oral communication in elementary-level learning groups (of 9-year-olds). An analytic model is presented which indicates the reciprocal influence of the premises for action and contextual links in learning. The junction point between biographic knowledge and situated knowledge is under study here. The activity assigned to the pupils consists of devising an outgoing message on a telephone answering machine in order to produce an original and creative piece of group oral work involving each member. The paper uses the data to verify how authentic experiences diverge from planning. The data suggest that academic experience can only be authentic if it is organized on the basis of premises that serve as springboards for conceptual relations that are innovative and thus difficult to set criteria for. (Includes four figures; contains 36 references.) (Author/CR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A