Conceptual Change and Sustainable Coherency of Concepts Across Modes of Interaction

International audienceIn this chapter we will address students' conceptual difficulties in the particular case of learning electricity, through the study of multimodal and multimedial reformulation as a tool to co-construct discourse, thus taking into account all the semiotic resources that co-participants do when they work in a group to solve physics problems. In what follows, we first present our theoretical framework and our methodology through a discussion of five specific methodological dimensions, then, our results and finally, our conclusions