REGULATION, AN EDUCATIONAL ACTION AT THE CROSSROADS OF KNOWLEDGE CONSTRUCTION: CASE OF PHYSICAL EDUCATION

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AuteurATOUN, CARLOS EMERY HYACINTHE
AuteurAGBODJOGBE, DANIEL BASILE
AuteurOGUEBOULE, BACHAR MOBA OLA N LE
AuteurYENOU, RICHARD
AuteurATTIKLEME, KOSSIVI
Date d'ajout2026-06-02T16:06:57Z
Date de disponibilite2026-06-02T16:06:57Z
Date de publication2023
ResumeAs part of this study, the objective is to show the importance of regulation in the process of constructing knowledge in PE (Physical Education). To achieve this objective, we conducted a survey targeting PE teachers and students. The essential results from our investigations revealed that regulation is an essential didactic action for the construction of knowledge in PE. This is what Chevallard (2018) confirms when he shows that regulations are “gestures of aid to the study”. Thus, we can remember that regulation is a didactic action which further promotes the construction of knowledge in PE. In this perspective, the data from the filmed sessions, pre-session and post-session interviews with teachers and students were interpreted and analyzed using the concepts mobilized by Sensevy's theory of joint action (2007).
DOI10.2017/IJRCS/202311020
Autre identifiantBECDB-16144
URIhttps://dspace.uac.bj/handle/123456789/13591
Languefr
Fait partie deINTERNATIONAL JOURNAL OF RESEARCH CULTURE SOCIET
Sujetrégulation
Sujetdidactic action
Sujetconstruction of knowledge and PE
TitreREGULATION, AN EDUCATIONAL ACTION AT THE CROSSROADS OF KNOWLEDGE CONSTRUCTION: CASE OF PHYSICAL EDUCATION
TypeArticle

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