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- W1946414624 abstract "This paper deals with the joint construction of knowledge by the teacher and the students in a physics classroom. It is focused on the status of epistemic certainty/uncertainty of knowledge. The same element of knowledge can be introduced as possible and thus uncertain and then evolve towards a status of epistemic certainty; the status of other elements can do the reverse. The evolution of a certainty/uncertainty status reflects the evolution of the shared knowledge in the classroom. The study of this evolution is based on a previous analysis of the evolution of knowledge in a classroom during a teaching sequence of mechanics at grade 10. From this analysis two notions were selected and the evolution of the elements of knowledge associated was analyzed in terms of epistemic certainty/uncertainty. The results show how the emergence of new epistemic questions depends on the nature and status of student's prior knowledge; in other terms, new epistemic uncertainty emerges from epistemic certainty. © 2014 Wiley Periodicals, Inc. J Res Sci Teach 51:930–961, 2014. Ce papier concerne la construction conjointe du savoir par le professeur et les élèves en classe de physique. Il est centré sur le statut de la certitude/incertitude épistémique c'est-à-dire relative savoir. Le même élément de savoir peut être introduit comme possible et ainsi incertain et ensuite évoluer vers un statut de certitude épistémique ; le statut d'autres éléments peut évoluer de façon inverse. L'évolution d'un statut de certitude vers celui d'incertitude ou l'inverse reflète celle du savoir partagé dans la classe. L'étude de cette évolution est fondée sur une analyse antérieure de l'évolution du savoir dans la classe pendant une séquence d'enseignement de mécanique au grade 10. A partir de cette analyse deux notions ont été sélectionnées et l'évolution des éléments du savoir associé a été analysée en termes de certitude/incertitude épistémique. Les résultats montrent que l'émergence de nouvelles questions épistémiques dépend de la nature et du statut des connaissances antérieures des élèves ; en d'autres termes l'incertitude épistémique émerge de la certitude épistémique. Additional Supporting Information may be found in the online version of this article at the publisher's web-site. Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article." @default.
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- W1946414624 date "2014-05-20" @default.
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- W1946414624 title "The evolution of classroom physics knowledge in relation to certainty and uncertainty" @default.
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- W1946414624 doi "https://doi.org/10.1002/tea.21152" @default.
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