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Conceptual Profiles: A Theory of Teaching and Learning Scientific Concepts, edited by Eduardo F.Mortimer and Charbel N.El‐Hani. Springer Publishing, Dordrecht, The Netherlands, 2014. XVII + 330 pp. ISBN 978‐90‐481‐9245‐8

Science education (Salem, Mass.), 2017-05, Vol.101 (3), p.508-510

TIBERGHIEN, ANDRÉE

2017

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Modélisation des savoirs dans la classe en didactique de la physique

Recherches en éducation, 2017-06, Vol.29

Tiberghien, Andrée

2017

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When and Why Are the Values of Physical Quantities Expressed with Uncertainties? A Case Study of a Physics Undergraduate Laboratory Course

International journal of science and mathematics education, 2017-08, Vol.15 (6), p.997-1015

2017

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Teacher prediction of student difficulties while solving a science inquiry task: example of PISA science items

International journal of science education, 2019-07, Vol.41 (11), p.1517-1540

2019

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The evolution of classroom physics knowledge in relation to certainty and uncertainty

Journal of research in science teaching, 2014-09, Vol.51 (7), p.930-961

2014

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Sources of difficulty in assessment: example of PISA science items

International journal of science education, 2017-03, Vol.39 (4), p.468-487

2017

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The use of social semiotic multimodality and joint action theory to describe teaching practices: two cases studies with experienced teachers

Classroom discourse, 2020-07, Vol.11 (3), p.229-251

2020

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Design-based Research: Case of a teaching sequence on mechanics

International journal of science education, 2009-11, Vol.31 (17), p.2275-2314

2009

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Design Tools in Didactical Research: Instrumenting the Epistemological and Cognitive Aspects of the Design of Teaching Sequences

Educational researcher, 2009-06, Vol.38 (5), p.329-342

2009

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Hommage à Guy Brousseau

Éducation & didactique, 2024, Vol.18 (1), p.193-194

Tiberghien, Andrée

2024

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Studying Students' Learning Processes Used during Physics Teaching Sequence about Gas with Networks of Ideas and Their Domain of Applicability

International journal of science education, 2012-01, Vol.34 (2), p.223-249

2012

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An epistemological approach to modeling: Cases studies and implications for science teaching

Science education (Salem, Mass.), 2008-05, Vol.92 (3), p.424-446

2008

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Children's ideas in science

1985

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Caractérisation des interventions du professeur de physique dans les petits groupes de travail collaboratif : aspects méthodologiques

Éducation & didactique, 2022-12 (16), p.73-95

2022

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Topics and Trends in Current Science Education: 9th ESERA Conference Selected Contributions

2014, 2013

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A Qualitative Approach of Modelling Activities for the Notion of Energy

Revista electrónica de investigación psicoeducativa y psicopedagógica, 2011-04, Vol.9 (1), p.157-182

2011

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Students’ conceptions: culturing conceptions

Cultural studies of science education, 2008-07, Vol.3 (2), p.283-295

Tiberghien, Andrée

2008

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Points de vue sur l’approche « Practice-based evidence » : choix de points essentiels et commentaires

Éducation & didactique, 2017-12, Vol.11 (2), p.49-52

Tiberghien, Andrée

2017

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ViSA : Instrumentation de la recherche en éducation

2013

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Enseigner des controverses

Albe, Virginie

2009

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Points de vue sur l’approche « Practice-based evidence » : choix de points essentiels et commentaires

Éducation & didactique, 2017, Vol.11 (2), p.49-52

Tiberghien, Andrée

2017

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Modélisation des savoirs dans la classe en didactique de la physique

Recherches en éducation, 2017

Tiberghien, Andrée

2017

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Comments on Neil Mercer paper. Some consequences of the social brain ideas: studies on individual student to those on classroom as a group

Éducation & didactique, 2016-07, Vol.10 (2), p.49-55

Tiberghien, Andrée

2016

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Analysis and formalization of the perennial dimension of the didactic contract Case of the activity-based physics teaching in grade 10

Éducation & didactique, 2018-12 (12-3), p.65-106

2018

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Analyse et formalisation de la dimension durable du contrat didactique: Cas de l’enseignement de la physique par activités en classe de seconde

Éducation & didactique, 2018-12 (12-3), p.65-106

2018

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Conceptual Profiles: A Theory of Teaching and Learning Scientific Concepts, edited by Eduardo F.Mortimer and Charbel N.El‐Hani. Springer Publishing, Dordrecht, The Netherlands, 2014. XVII + 330 pp. ISBN 978‐90‐481‐9245‐8

Modélisation des savoirs dans la classe en didactique de la physique

When and Why Are the Values of Physical Quantities Expressed with Uncertainties? A Case Study of a Physics Undergraduate Laboratory Course

Teacher prediction of student difficulties while solving a science inquiry task: example of PISA science items

The evolution of classroom physics knowledge in relation to certainty and uncertainty

Sources of difficulty in assessment: example of PISA science items

The use of social semiotic multimodality and joint action theory to describe teaching practices: two cases studies with experienced teachers

Design-based Research: Case of a teaching sequence on mechanics

Design Tools in Didactical Research: Instrumenting the Epistemological and Cognitive Aspects of the Design of Teaching Sequences

Hommage à Guy Brousseau

Studying Students' Learning Processes Used during Physics Teaching Sequence about Gas with Networks of Ideas and Their Domain of Applicability

An epistemological approach to modeling: Cases studies and implications for science teaching

Children's ideas in science

Caractérisation des interventions du professeur de physique dans les petits groupes de travail collaboratif : aspects méthodologiques

Topics and Trends in Current Science Education: 9th ESERA Conference Selected Contributions

A Qualitative Approach of Modelling Activities for the Notion of Energy

Students’ conceptions: culturing conceptions

Points de vue sur l’approche « Practice-based evidence » : choix de points essentiels et commentaires

ViSA : Instrumentation de la recherche en éducation

Enseigner des controverses

Points de vue sur l’approche « Practice-based evidence » : choix de points essentiels et commentaires

Modélisation des savoirs dans la classe en didactique de la physique

Comments on Neil Mercer paper. Some consequences of the social brain ideas: studies on individual student to those on classroom as a group

Analysis and formalization of the perennial dimension of the didactic contract Case of the activity-based physics teaching in grade 10

Analyse et formalisation de la dimension durable du contrat didactique: Cas de l’enseignement de la physique par activités en classe de seconde

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