Didactic Transposition from the Perspective of Social-Cognitive Representations Dynamics

Abstract

This paper examines didactic transposition as a complex process through  which scientific knowledge is transformed into teachable and learnable  knowledge. It approaches this process from the perspective of social-cognitive  representations, emphasizing the role of perception, language, prior knowledge,  expectations and classroom interaction. Starting from Chevallard’s theory, the  study highlights the curricular, psychological, semantic and socio-cultural  operations involved in adapting knowledge for educational purposes. Particular  attention is given to representations such as habitus, themata, nexus, mimesis,  pragmata, phronesis, episteme, eidos and nomos. The paper also discusses the emerging role of artificial intelligence in supporting lesson design, differentiated  explanations and formative feedback.