Volume 22, Issue 2, January 2018, Pages 158–168
Israël DISASHI KABADI1
1 Chef de Travaux au Département de Mathématique et Informatique, Université Pédagogique Nationale (U.P.N.), KINSHASA, RD Congo
Original language: French
Copyright © 2018 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
This article presents the results of our study which focused on the identification of the specificities of the 3C relationships as well as the perception of these relations among the teachers of the Primary, Secondary and Professional Education (in EPSP) from the city province of Kinshasa / Democratic Republic of Congo (DRC). It is, here, a question of discovering the feasibility of a didactical study for the relationship to any elementary object of knowledge. To achieve this, we have been able to use a few theoretical approaches of the relationship to knowledge, mainly the anthropological approach, then the sociological approach, by organizing a didactical seminar based on 3C relationships. Considering that we are on a path of discovery of a unified theory of the relationship to knowledge for its didactical study, we held a conference which was followed by nine operational workshops (two from the Maternal Directorate, three from the Primary Directorate and three from the Secondary Directorate) and whose theme is "The relationship to knowledge as a stake in the teaching / learning process from a didactical perspective : 3C relationships", and this at the scholar Complex Ark of the Alliance “The Heirs of the promise” from the commune of Kinshasa / Masina (DRC).
Author Keywords: Didactics of mathematics, teaching Science, relationship to knowledge, anthropological approach, sociological approach, didactical approach, Disciplinary game, 3C relationships, level scale.
Israël DISASHI KABADI1
1 Chef de Travaux au Département de Mathématique et Informatique, Université Pédagogique Nationale (U.P.N.), KINSHASA, RD Congo
Original language: French
Copyright © 2018 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
This article presents the results of our study which focused on the identification of the specificities of the 3C relationships as well as the perception of these relations among the teachers of the Primary, Secondary and Professional Education (in EPSP) from the city province of Kinshasa / Democratic Republic of Congo (DRC). It is, here, a question of discovering the feasibility of a didactical study for the relationship to any elementary object of knowledge. To achieve this, we have been able to use a few theoretical approaches of the relationship to knowledge, mainly the anthropological approach, then the sociological approach, by organizing a didactical seminar based on 3C relationships. Considering that we are on a path of discovery of a unified theory of the relationship to knowledge for its didactical study, we held a conference which was followed by nine operational workshops (two from the Maternal Directorate, three from the Primary Directorate and three from the Secondary Directorate) and whose theme is "The relationship to knowledge as a stake in the teaching / learning process from a didactical perspective : 3C relationships", and this at the scholar Complex Ark of the Alliance “The Heirs of the promise” from the commune of Kinshasa / Masina (DRC).
Author Keywords: Didactics of mathematics, teaching Science, relationship to knowledge, anthropological approach, sociological approach, didactical approach, Disciplinary game, 3C relationships, level scale.
Abstract: (french)
Cet article présente les résultats de notre étude qui a porté sur l’identification des spécificités des rapports de 3C ainsi que de la perception de ces derniers chez les enseignants de l’Enseignement Primaire, Secondaire et Professionnel (en sigle EPSP) de la ville province de Kinshasa/République Démocratique du Congo (RDC). Il est question ici de découvrir la faisabilité d’une étude didactique du rapport à n’importe quel objet élémentaire de savoir. Pour y arriver, nous avons pu recourir à quelques approches théoriques du rapport au savoir, principalement l’approche anthropologique, puis l’approche sociologique, en organisant un séminaire didactique basé sur les rapports de 3C. Considérant que nous sommes sur une piste de découverte d’une théorie unifiée du rapport au savoir en vue de son étude didactique, nous avons tenu une conférence qui a été suivie de neuf ateliers opérationnels (Deux de la Direction de la Maternelle, trois de la Direction du Primaire et trois de la Direction du Secondaire) et ayant pour thème « Le rapport au savoir comme enjeu du processus d’enseignement/ apprentissage dans une perspective didactique : Les rapports de 3C », et cela au Complexe Scolaire Arche de l’Alliance « Les Héritiers de la promesse » de la commune de Kinshasa/Masina (RDC).
Author Keywords: Didactique des mathématiques, Didactique des sciences, Rapport au savoir, Approche anthropologique, Approche sociologique, Approche didactique, Jeu disciplinaire, Rapports de 3C, Echelle des niveaux.
How to Cite this Article
Israël DISASHI KABADI, “La typologie définitoire des rapports de 3C : Une piste féconde en recherches visant l’étude didactique du rapport au savoir,” International Journal of Innovation and Applied Studies, vol. 22, no. 2, pp. 158–168, January 2018.
