You are here: Home Équipe Enseignant.e.s-chercheur.e.s Christian Buty

Christian Buty

Christian ButyChristian Buty

“Maître de conferences hors classe” in educational Sciences, IUT de l’Université Lyon I.

Christian.buty@univ-lyon2.fr

Short biography

After having taught physics and chemistry in secondary schools, then physics in the IUT of the University Lyon I, Christian Buty defended in September 2000 a PhD in educational Sciences. He is now conducting research in Science Education, while teaching in the Chemistry department of the IUT.

With studies in various domains of Physics (optics, electricity, electromagnetism), his research first focused on the elaboration of teaching-learning sequences and the use of ICT in Science teaching; the angle was mainly the cognitive behaviour of students when performing practical activities. As a second step, the predominant focus was the study of language interactions in science classroom, with a particular interest for argumentation. The teacher’s practice has then become the key topic under study. Moreover, the description of didactical phenomena in the class was complexified, both with the articulation of several parameters for a given situation (epistemological aspects, kind of representations, linguistic interactions, affective aspects), and along time with the establishment of relationships between didactical events at various timescales, and the study of their coherence.

Christian Buty participated in several international projects.

 

Publications

 

Chapters of scientific books

Mortimer, E. F., & Buty, C. (2009). What Does “In the Infinite” Mean?: The Difficulties with Dealing with the Representation of the “Infinite” in a Teaching Sequence on Optics. In C. Andersen, N. Scheuer, M. d. P. Pérez Echeverría & E. V. Teubal (Eds.), Representational Systems and Practices as Learning Tools (pp. 225-243). Rotterdam, Taipei: Sense Publishers.

Buty, C., & Plantin, C. (2009). Introduction : L’argumentation à l’épreuve de l’enseignement des sciences et vice-versa. In C. Buty & C. Plantin (Eds.), Argumenter en classe de sciences ; du débat à l’apprentissage (pp. 17-41). Lyon: INRP.

Buty, C., & Plantin, C. (2009). Variété des modes de validation des arguments en classe de sciences. In C. Buty & C. Plantin (Eds.), Argumenter en classe de sciences ; du débat à l’apprentissage (pp. 235-280). Lyon: INRP.

Mortimer, E. F., Massicame, T., Tiberghien, A., & Buty, C. (2007). Uma methodologia para caracterisar os generos de discurso como tipos de estrategias enunciativas nas aulas de Ciencias. In R. Nardi (Ed.), A pesquisa em Ensino de Ciencias no Brasil: alguns recortes (pp. 53-94). Sao Paulo: Escrituras Editora.

Tiberghien, A., & Buty, C. (2007). Studying science teaching practices in relation to learning. Times scales of teaching phenomena. In R. Pintó & D. Couso (Eds.), Contributions from Science Education Research, ESERA Selected Contributions (pp. 59-75). Berlin: Springer.

Tiberghien, A., Malkoun, L., Buty, C., Souassy, N., & Mortimer, E. F. (2007). Analyse des savoirs en jeu en classe de physique à différentes échelles de temps. In G. Sensevy & A. Mercier (Eds.), Agir ensemble. L'action didactique conjointe du professeur et des élèves (pp. 93-122). Rennes: Presses Universitaires de Rennes.

Niedderer, H., von Aufschneiter, S., Tiberghien, A., Buty, C., Haller, K., Hucke, L., et al. (2003). Talking physics in labwork contexts - A category based analysis of videotapes. In P. D. & N. H. (Eds.), Teaching and Learning In the Science Laboratory (pp. 31-40). Dordrecht, Boston, London: Kluwer Academic Publishers.

Buty, C. (2003). Modelling In Geometrical Optics Using a Microcomputer. In D. Psillos & H. Niedderer (Eds.), Teaching And Learning In The Science Laboratory (pp. 231-242). Dordrecht, Boston, London: Kluwer Academic Publishers.

Buty, C., & Cornuejols, A. (2002). Évolution des connaissances chez l'apprenant. In A. Tiberghien (Ed.), Synthèse : Des connaissances naïves au savoir scientifique (pp. 31-49): http://edutice.archives-ouvertes.fr/edutice-00000285/fr/.

 

Coordination of scientific journal and books

Aster (2009). « Représentations graphiques dans l’enseignement scientifique et technologique », n° 48.

Buty, C., & Plantin, C. (Eds.). (2009). Argumenter en classe de sciences ; du débat à l’apprentissage. Lyon: INRP.

 

Articles in scientific peer-reviewed journals

Ngo, v. T., Marguet, C., Favre, B., & Buty, C. (2013). Pédagogie par projet : une étude de cas dans l'enseignement supérieur technologique. ENSAIO, 15(1), 15-30.

Buty, C., Badreddine, Z., & Régnier, J.-C. (2012). Didactique des sciences et interactions dans la classe : quelques lignes directrices pour une analyse dynamique. ENSAIO, http://150.164.116.248/seer/index.php/ensaio/article/view/929/801.

Badreddine, Z., & Buty, C. (2011). Discursive reconstruction of the scientific story in a teaching sequence. International Journal of Science Education, 33(6), 773-796.

Buty, C., & Badreddine, Z. (2009). Quelques effets didactico-discursifs de l’utilisation des schémas ; cas d'un enseignement d’électricité. Aster(48), 89-110.

Buty, C., & Mortimer, E. F. (2008). Dialogic/authoritative discourse and modelling in a high school teaching sequence on Optics. International Journal of Science Education, 30(12), 1635-1660.

Buty, C. (2004). Richesses et limites d'un modèle matérialisé informatisé en optique géométrique. Didaskalia(23), 39-64.

Mercier, A., & Buty, C. (2004). Evaluer et comprendre les effets de l'enseignement sur les apprentissages des élèves : problématiques et méthodes en didactique des mathématiques et des sciences. Revue Française de Pédagogie(148), 47-59.

Buty, C., Tiberghien, A., & Le Maréchal, J.-F. (2004). Learning hypotheses and an associated tool to design and to analyse teaching-learning sequences. International Journal of Science Education, 26(5), 579-604.

Tiberghien, A., Veillard, L., Le Maréchal, J.-F., Buty, C., & Millar, R. (2001). An analysis of labwork tasks used in science teaching at upper secondary school and university levels in several European countries. Science Education, 85(5), 483-508.

 

Communications in international conferences

El Hage, S., & Buty, C. (2013). Transformations des savoirs au moment du tissage : étude de cas en classe de physique. Paper presented at the AREF 2013.

Hoffmann, C., Douady, J., & Buty, C. (2013). Test initial de prérequis et stratégies de régulation de l’effort : quelles corrélations avec la réussite en première année universitaire ? . Paper presented at the AREF 2013.

Buty, C., & Wajeman, C. (2012). Comparison of traditional and computer-based practical activities in Physics at the University; the perspectives of modelling and task analysis. Paper presented at the CBLIS 2012, Barcelona.(http://cblis2012.crecim.cat/proceedings/)

El Hage, S., & Buty, C. (2012). The effect of an ICT on the coherence of the teacher discourse: case study of an electricity sequence at grade 12. Paper presented at the CBLIS 2012, Barcelona.(http://cblis2012.crecim.cat/proceedings/)

Badreddine, Z., & Buty, C. (2012). Teacher’s decision making about taught knowledge in classroom interaction. Paper presented at the 14th SMEC (Science and Maths Educators Conference).

El Hage, S., & Buty, C. (2012). Teacher's discourse and representations during an ICT session: a case study at grade 12 in electricity. Paper presented at the 14th SMEC (Science and Maths Educators Conference), Beyrouth.

El Hage, S., & Buty, C. (2012). Cohérence discursive du savoir enseigné: cas où l’enseignant utilise un dispositif TICE. Paper presented at the Septièmes Journées Scientifiques de l'ARDIST, Bordeaux.

Buty, C. (2011). Joint groups of science teachers and science education researchers – a hybrid system of activity. Paper presented at the ISCAR 2011, Roma.

Wajeman, C., Buty, C., & Pélissier, S. (2011). Modelling and ICT-based animation: the case of hysteresis, at University. Paper presented at the ESERA 2011, Lyon.

El Hage, S., & Buty, C. (2011). Coherence of an ICT-using teaching sequence: a case study in Optics at lower secondary school. Paper presented at the ESERA 2011, Lyon.

El Hage, S., Robinault, K., & Buty, C. (2010). Consistency of an Optics lesson including ICT at grade 8. Paper presented at the CBLIS 2010, Warshaw.

Welzel, M., Stadler, H., Raykova, Z., Erb, R., Lavonen, J., Buty, C., et al. (2010). CAT: the effective use of computer-aided-teaching and learning materials in science teaching -- a teacher training course with a european perspective. In G. Cakmakci & M. F. Tasar (Eds.), Contemporary science education research 1:  Teaching. Ankara: Pegem Akademi.

Aguiar, O. G., Couto, F. P., & Buty, C. (2010). Connecting physical phenomena to models: Analysis of discourse in a practical physics class. In G. Cakmakci & M. F. Taşar (Eds.), Contemporary science education research 5: scientific literacy and social aspects of science (pp. 3-12). Ankara: Pegem Akademi.

Baddredine, Z., & Buty, C. (2009, CD ROM). Étude de la cohérence discursive du savoir enseigné; cas du court-circuit en cinquième. Paper presented at the Sixièmes Journées scientifiques de l'ARDIST, Nantes.

Baddredine, Z., & Buty, C. (2007). Effets retro-interactifs dans les décisions chronogénétiques d’un enseignant. In J.-M. Dusseau (Ed.), Actes des 5èmes Rencontres de l'ARDIST (pp. 17-24). Montpellier.

Baddredine, Z., & Buty, C. (2007). Le script de continuité, un outil méthodologique pour analyser les pratiques enseignantes. Paper presented at the AREF 2007, Strasbourg.

Robinault, K., & Buty, C. (2007). Utilisation d’une analogie pour l’enseignement de l’électrocinétique en classe de cinquième de collège en France (niveau 7). In J.-M. Dusseau (Ed.), Actes des 5èmes Rencontres de l'ARDIST (pp. 33-40). Montpellier.

Baddredine, Z., Buty, C., & Nascimento, S. Sousa do (2007). Analise Tematica e Analise de Discourso em Sala de Aula de Cienças: Utilisaçao do Software Transana®. In E. F. Mortimer (Ed.), Atas do VI Encontro Nacional de Pesquisa em Educaçao em Ciencias (pp. CD ROM). Florianopolis: ABRAPEC.

Kammerer, B., Buty, C., Bécu-Robinault, K., & Niccolaï, G. P. (2007). Étude de pratiques enseignantes dans une situation de co-enseignement bidisciplinaire au collège. Paper presented at the AREF 2007, Strasbourg.

Buty, C., Mortimer, E. F., & Tiberghien, A. (2005, CD ROM). Dialogic/authoritative discourse and modelling in a high school teaching sequence on optics. Paper presented at the ESERA: Contribution of Research to Enhancing Students' Interest in Learning Science, Barcelona.

Buty, C., Le Maréchal, J.-F., & Tiberghien, A. (2005, CD ROM). From Coarse to Fine Conceptual Analysis in the Design of a Teaching Sequence. Paper presented at the ESERA: Contribution of Research to Enhancing Students' Interest in Learning Science, Barcelona.

Buty, C. (2003, CD ROM). Computer-based modelling as enhancement of metacognition: a few examples. Paper presented at the ESERA: research and the quality of science education, Noordwijkerhout.

Vince, J., Buty, C., Le Maréchal, J.-F., Gaidioz, P., & Tiberghien, A. (2003). Contribution à la table ronde "interactions recherche-formation des enseignants". Paper presented at the 3èmes rencontres scientifiques de l'ARDIST.

Buty, C. (2001). A case of learning process in a computer-based learning environment. Paper presented at the Third ESERA Conference, Thessaloniki.

Le Maréchal, J.-F., Buty, C., & Tiberghien, A. (2001). Constructing teaching sequences: what are the grounding choices? Paper presented at the Third ESERA Conference, Thessaloniki.

Tiberghien, A., Buty, C., Gaidioz, P., Le Maréchal, J.-F., & Vince, J. (2001). Types of tools to design and adapt teaching sequence. Paper presented at the Third Conference of ESERA, Thessaloniki.

Buty, C. (2001). Utilisation d'un modèle matérialisé informatique en classe réelle. Skolê(Hors Série 2001), 81-89.

Le Maréchal, J.-F., Buty, C., & Tiberghien, A. (1999). Teaching situations based on a modelling approach. Paper presented at the Second International Conference of the ESERA, Kiel.

Buty, C. (1998). Pour une étude de l'apprentissage dans une séquence d’enseignement utilisant une modélisation informatique, en classe de terminale. In Actes du sixième Séminaire National de Didactique des Sciences Physiques et de la Technologie (pp. 152-158). Lyon.

Buty, C. (1997). A computer-based teaching sequence for learning through experimenting in geometrical optics. Paper presented at the ESERA 1st Conference, Roma.