ABSTRACT
Figure 12.1 outlines diagrammatically the main characteristics of this model of pedagogic practice. The main sociological characteristics of the modality of pedagogic practice that research has shown to be fundamental for students’ scientific learning are the following:
• clear distinction between subjects with distinct statuses – strong classification of the teacher-student relation;
• teacher control of selection and sequencing of knowledge, competences and classroom activities – strong framing, namely at the macro level, of selection and sequencing;
• student control over the time of acquisition – weak framing at the level of pacing;
• clear explication of the legitimate text to be acquired in the context of the classroom – strong framing at the level of the evaluation criteria;
• personal relationships of communication between the teacher and the students and between the students themselves – weak framing at the level of the hierarchical rules;
• interrelation between the various kinds of knowledge of a discipline to be learned by students – weak classification at the level of intradisciplinarity;
• blurring of the boundaries between the teacher-student and studentstudent spaces – weak classification between spaces.
