bluuebunny/crossref_metadata_2025_split huggingface dataset:
Conceptions d'étudiants professeurs des écoles sur l'expérimentation et obstacles correlatifs à sa mise en oeuvre à l'école élémentaire
Authors: Flageul Roland , Coquidé-Cantor Maryline 
Published: June 2010

Pour contribuer à préciser les conceptions de futurs professeurs des écoles sur les fonctions de l’expérimental, nous avons proposé un questionnaire à 200 étudiants et stagiaires des IUFM de Rouen et de Chartres.
Les souvenirs des pratiques expérimentales, vécues au cours de la scolarité, évoquent plusieurs objets d’étude et activités qui peuvent apparaître comme des paradigmes de l’enseignement de la biologie. Les activités citées, cependant, se rapportent plus à des observations ou à des manipulations qu’à des expérimentations. On constate aussi parfois une confusion des champs disciplinaires. Dans les conceptions sur l’expérimentation, l’approche empiriste est valorisée et les propositions relatives au raisonnement ou à la mise à l’épreuve d’idées sont peu présentes. Si on considère le cadre épistémique de ces sujets, ces conceptions empiristes nous semblent représenter un obstacle important dans le compréhension de ce qu’est une expérimentation. Nous proposons, à titre exploratoire, un tableau précisant les représentations-obstacles relatives au concept d’expérimentation, et une action de remédiation mise en œuvre dans la formation.
L'enseignement des sciences, de Ferry à l'éveil.
Authors: Kahn Pierre 
Published: June 2010

Teaching Science from Jules Ferry to the scientific awakening method.
The “object lesson” was established as the paradigm for teaching science in France since school was made compulsory by Jules Ferry. By claiming to appeal to children’s observational abilities, it became the central figure of primary school culture and teaching methods, whose norms hardly evolved during 70 years (until 1957). Since the end of the 1960s, the awakening method completely changed this venerable model. This anti-positivist and anti-empiric method rejects didactical observation ; it advocates a frontal approach of the complexity of cognitive operations, as opposed to the old idea of a progression from the simple to the complex, and refuses the traditional intellectualism and partitioning of school disciplines in favour of modernist teaching ideas taking into account the totality of the development of the child. In this respect, the scientific awakening method is more the particular result of a general renovation of teaching methods, than a renewal of the didactics of science. But in a way it is by returning to the origins of the object lesson that the awakening method claims to go further : it aims to realise the old dream of the active student, which was already Jules Ferry’s dream, and even that of Victor Duruy. However the same institutional transformations of school which have given birth to the awakening method also play against it ; primary school has become a foundation course for secondary Education, reintroducing the disciplinary separations which the awakening method questioned. It is not certain therefore, as far as the teaching of science is concerned, that one should be satisfied with these transformations.
Comment aider à modéliser "le ciel et la terre".
Authors: Merle Hélène 
Published: June 2010

Modelling “the sky and the Earth”.
This article focuses on two modelling activities carried out in France with pupils aged 9-11 years. The aim is to enable children to appropriate the model of the Earth rotation on itself and revolution around the Sun on an inclined axis. Through various and numerous manipulations, young pupils are shown to be able of authentic modelling along with conceptual construction.
La construction de la connaissance physique à l'âge préscolaire : Recherches sur les interventions et les interactions didactiques.
Authors: Ravanis Konstantinos 
Published: June 2010

La construcción del conocimiento de la física en la edad preescolar : búsqueda sobre las intervenciones y las interacciones didácticas.
Presentamos en este articulo, algunas estrategias de intervenciones didácticas apuntando a la iniciación de los alumnos con edad preescolar al conocimiento de la física. En el ámbito teórico, el desarrollo de esas estrategias esta inspirado en las hipótesis de la interacción social y de la sicología social del desarrollo y del funcionamiento cognitivo y también por los datos de la investigación sobre la tutela y la mediación educativa. Con estas referencias, llevamos a los niños pequeños a la construcción de modelos precursores que contienen elementos de los modelos científicos. El trabajo con los niños, nos ha mostrado que el acceso a los modelos precursores es a menudo trabado por diversos obstáculos. La iden¬ tificación de los mismos nos ha permitido señalar nuestros objetivos didácticos en términos de objectivos-obstaculos. El análisis de un conjunto de secuencias didácticas sobre diferentes conceptos y fenómenos físicos en el cuadro de diferentes investigaciones, nos llevo a una clasificación de estrategias de las interacciones didácticas con los niños en edad preescolar.
Presentamos entonces, las características generales del desarrollo de las cuatro estrategias, así como también los ejemplos de situaciones didácticas y los diálogos entre los maestros y los alumnos.
L'analyse des dialogues de classe : Un outil pour une formation didactique des professeurs de sciences.
Authors: Saint-Georges Monique 
Published: June 2010

Classroom dialogue analysis : a tool for the didactical training of science teachers.
One way of questioning and analysing class practices involves studying the oral interchanges between students and teachers. We propose to implement this linguistic approach by using it as a starting point during the training of physics and chemistry teachers. The training course described and anal¬ ysed in this article is planned in view of the study, by the new teachers, of the discussions in their own classroom : looking at both the interaction between teacher and students and the individual speech contents. The outcome of the course points out certain characteristics that emerge from the combined use of both science didactic and linguistic points of view. It also highlights the difficulties which arise when a training course aims to be applicable to all, but uses the class practices of individuals and must therefore be personalised if it is to really bring efficient and personal help to the new teacher.
Nature et organisation du savoir professionnel enseignant "souhaitable".
Authors: Porlan Ariza Rafael , Rivero Garcia Ana 
Published: June 2010

La naturaleza y organización del conocimiento profesional “deseable” del profesorado.
Los profesores son agentes imprescindibles en cualquier proceso de mejora educativa. Siendo conscientes de ello, es de gran interés para nosotros intentar comprender mejor el conocimiento con el que los profesores desarrollamos nuestra labor así como los procesos mediante los cuales se puede favorecer su evolución y progreso. Esta perspectiva epistemológica centrada en la carac¬ terización del conocimiento profesional, tanto del que mayoritariamente existe como del que proponemos como deseable, nos parece que puede resultar bastante fecunda para comprender y orientar los procesos de desarrollo profesional. En este trabajo, en concreto, presentamos nuestra propuesta de conocimiento profesional deseable, enmarcada en un modelo formativo determinado, haciendo hincapié en su naturaleza práctica, las fuentes de información más relevantes de las que se debe nutrir y la organización que puede permitir que se vaya conformando como un conocimiento válido, peculiar y específico para la profesión docente.
Les sciences physiques en lycée professionnel, discipline de service par rapport à la technologie.
Authors: Jouin Béatrice 
Published: June 2010

En lycée professionnel, les sciences physiques ont essentiellement une fonction de “discipline de service ” par rapport à la technologie.
Une confrontation entre les deux disciplines, dans un domaine professionnel particulier -la mécanique automobile -et pour un niveau d’étude -le BEP-, montre que la technologie utilise certains savoirs qui sont enseignés en sciences physiques et exige certaines compétences convergentes avec celles développées en sciences.
Ce travail a permis d’envisager comment l’enseignement des sciences physiques peut contribuer à la formation technologique des élèves, et défaire des choix concernant l’apprentissage du concept de force.
Le développement des concepts scientifiques à partir des conceptualisations dans l'action. Proposition de didactique professionnelle.
Authors: Bazile Joël , Mayen Patrick 
Published: June 2010

Developing scientific concepts from conceptualisation in action. A proposed professional didactical method.
This article examines the nature of conceptions generated by students of technical agriculture using their experience of professional situations, then revisits a problem developed by Vygotski (1934, 1987), showing how concepts acquired through experience can lead to scientific concepts. Those conceptions that come from practical experience are the product of both action and the interactions with experienced professionals. In a way, these give the students specific directions and conceptions oriented towards the final practice. We use here Vergnaud’ s theory of schemes, enriched by Vygotski’s proposals on mediation and instru¬ ments and on their role in the development of concepts. From there we insist on the manner in which one can construct, for the use of students and teachers, a framework for an introspective analysis of the instructions and of situation action which engages and supports a process of organised development of the scientific concepts.
Différences, singularité et universalité
Authors: Rumelhard Guy 
Published: June 2010

Diferencias, singularidad y universalidad
La invención empírica de innovación didáctica que intenta responder a la heterogeneidad de los alumnos, debe acompañarse de una reflexión sobre los conceptos que intentan teorizar el dominio : diferencia, heterogeneidad, inegalidades, jerarquías, dependencia, homogeneidad, uniformidad, unicidad, unidad, unificación, uniformación, unanimidad, diferenciación, universal, singular, singularización, normatividad, creatividad, normalización, comun, comunitario, etc, refiriendosé a los puntos de vista sociológico, sicoanalítico, juridico, politico, de manera a mostrar la complexidad del análisis. Es lo que intenta este breve articulo.
L'animation scientifique : Des démarches éducatives différentes?
Authors: Sousa do Nascimento Silvania , Weil-Barais Annick , Davous Dominique 
Published: June 2010

La animación científica : una gestión científica diferente
Este artículo aborda la animación científica a partir de niveles de análisis diversos : contexto histórico, macro-análisis de las prácticas a partir de un inventario de las acciones llevadas por las asociaciones que se emplearón y de los discursos internos de las secuencias de formación de los animadores, igualmente un micro-análisis de tres secuencias de animaciones. Las singularidades y la diversidad de la animación son despejadas. La cuestión es asi puesta de sus relaciones a la enseñanza formal.
Prise en compte de l'hétérogénéité : Le travail de régulation du professeur le cas de l'étude d'une fourmilière en découverte du monde au cycle 2
Authors: Sensevy Gérard , Turco Gilbert , Stallaerts Maryvonne , Le Tiec Maryline 
Published: June 2010

Toma en cuenta de la heterogeneidad : el trabajo de regulación del profesor. Él caso del estudio de un hormiguero en Descubrimiento del Mundo en CP-CE1
Para la mayor parte de los docentes, la heterogeneidad es un obstáculo a una relación didáctica eficaz. Un maestro-formador de una clase de doble nivel (CP-CE1), se Inscribe en otra lógica : considera que las diferencias entre los alumnos son al contrario portadoras de una dinamica que es un verdadero motor de los aprendizajes. El estudio monografico, se apoya sobre algunos momentos críticos de una secuencia de aprendizaje en Descubrimiento del mundo, dominio de lo vivo, muestra el trabajo de regulación tomado a cargo por el docente en el acondicionamiento del medio, la gestion del tiempo didáctico, y de los lugares ocupados por los actores. El análisis de la acción del profesor, conduce a la vez en la semántica natural de la acción y en un lenguaje teórico salido de investigaciones en didáctica comparada, hace aparecer que la organización solidaria del trabajo colectivo no se hace en perjuicio de la calidad de los conocimientos construidos.
Attitudes d'élèves tunisiens par rapport à l'évolution biologique / Attitudes of tunisian pupils to biologigical evolution
Authors: Hrairi Sameh , Coquidé-Cantor Maryline 
Published: June 2010

Attitudes of tunisian pupils to biologigical evolution
This paper presents a study of the relation pupils in Tunisia in the fourth year of secondary education (preparation for the baccalaureate) have to biological evolution. The objectives are, on the one hand to improve knowledge of their learning postures towards the theory of evolution, and on the other to analyse the eventual correlations between their attitudes in school and their relation to knowledge. The working hypothesis is that it is through the explanatory level mobilised by the pupils that they read, analyse, evaluate and judge the theory of evolution.
An enquiry was carried out among 78 students from classes in two Tunisian lyceums using questionnaires. It led to an appreciation of the attitudes towards school and learning whilst the results on the relation towards biological evolution contribute to the analysis of the students’ learning posture for this branch of biology. The analysis also shows a correlation between the relation to knowledge of the Tunisian pupils, the way in which they conceive learning biological evolution and the meaning they attribute to the model explaining the theory of evolution.
Une situation de formation intégrant astronomie et didactique des sciences par l'élaboration des concepts de constellation et de niveau de formulation
Authors: Lecoq Catherine 
Published: June 2010

A training situation integrating Astronomy and the didactics of the sciences through the elaboration of the concepts of “constellation” and “level of formulation” , Catherine Lecoq
The article presents the analysis of a training situation for teachers or future polyvalent teachers in the French primary school system. This situation, which we label “situation of integrated training”, is part of a larger programme which aims at the joint appropriation of skills in disciplinary, didactic and pedagocial domains, while also attempting to lead to an evolution of personal attitudes to science and the teaching of science.
The analysis of this training situation attempts to clarify the overlap between the training activities linked to the three domains mentioned above, and their articulations.
Structuration des connaissances : Lycéens et enseignants engagés dans un travail personnel encadré
Authors: Andrieu Bernard , Bourgeois Isabelle , Gaspar Éric , Renauld Yvette 
Published: June 2010

Structuring knowledge : pupils and teachers in a lycée, engaged in TPE (Supervised Individual Work) Bernard Andrieu Isabelle Bourgeois Éric Gaspar Yvette Renault
This work has been carried out within the framework of the Institut National de Recherche Pédagogique research programme “Structuring knowledge and new teaching methods”. The research team has analysed the work of a group of pupils in a lycée who chose to study astronomy during their “supervised individual work” (TPE).
The analysis is carried out using data gathered from both the pupils and teachers. It examines the processes used by the pupils to tackle specific concepts of astronomy and the actions of the teachers who have supervised this work. The article presents some aspects of our thinking on the structuring of knowledge, and illustrates the result of a first year of research : the construction of the problematic and the research hypotheses on the conditions of the structuring of knowledge in supervised individual work.
Tirer parti des échanges langagiers entre pairs pour construire des apprentissages en sciences
Authors: Schneeberger Patricia , Ponce Corinne 
Published: June 2010

Using linguistic exchange between peers to build learning in the sciences Patricia Schneeberger Corinne Ponce
This text describes research carried out from 1996 to 1999 in the framework of an INRP, Unité CRESAS call for association.
The team constituted wished to develop the study of the knowledge construction processes in the pupils by centring the analyses on the role of linguistic interactions during the learning of biology.
We have attempted to show that cognitive heterogeneity in a class can be of great value and lead to significant cognitive progress for all the pupils. We have studied how to take account of this diversity, and exploit it in the elaboration of learning sequences. We have centred on the study of linguistic interactions between pupils in little heterogeneous groups by observing a «cycle 3» class in primary school (children aged 8 to 11 years old). Our work brings some information on the role of negotiations on meanings during learning in school.
Autour du livre scientifique documentaire : Un dispositif de médiation entre adulte et enfant lecteur
Authors: Auger Nathalie , Jacobi Daniel 
Published: June 2010

The science documentary book : a device for mediation between the adult and the child reader Nathalie Auger Daniel Jacobi
This article is centred on a study of Paul-Émile Victor’s album, «Apoutsiak, The Little-Snow-Flake» («Apoutsiak, Le Petit-Flocon-de-Neige »), an informal science documentary book. The research presented is on the mediating role played when an adult reads aloud while consulting the work with a child of cycle 3 (age 8 to 11) in primary school. The text and pictures of the book lead to a series of exchanges between them on what is seen and read-heard. The analysis of these interactions is a rich and complex materiel. The flood of scientific and technical information in this book surprises the child... and the adult. Also, the writing and the scientific drawings, the set-up of the pages and the refined typography and the heterogeneity in the text, the visual rhymes of the illustrations give rise to multiple exchanges. The inventory of the different categories of interactions shows that the reading scheme of this book stimulates conversational exchange and makes this mediation situation a privileged time for implicit learning.
Caractéristiques des activités de production en technologie au collège
Authors: Manneux Guy 
Published: June 2010

Características de las actividades de producción en tecnología en el colegio

En Francia, la tecnología, en tanto que disciplina de enseñanza general en el colegio, siempre a propuesto actividades de realización. Estas se concretizan por la puesta en marcha de actividades técnicas de transformación de materias de obras en vista de la obtención de resultados tangibles o no, por los alumnos. La encuesta presentada, describe y analiza los dispositivos de producción en medio escolar
(elementos del currículo real) en apoyo relativo a lo que los alumnos perciben de su propia actividad en esos dispositivos y de los cuáles pueden hablar (currículo vivido) y sobre lo que los docentes conciben y conducen como secuencias escolares (currículo posible). Son entonces detalladas las características de los dispositivos y los motivos de su existencia. Teniendo en cuenta las mismas, nuevas hipótesis de trabajo serán formuladas, para caracterizar de una manera más fina los dispositivos didácticos.
Filles ou garçons, seuls ou à deux. Quelle influence sur les activités de production en éducation technologique ?
Authors: Ginestié Jacques 
Published: June 2010

Les activités de production sont intimement liées à l’enseignement de la technologie ; dans la majorité des cas il s'agit de la réalisation d’un objet technique matériel ou de la production d’un service (objet technique immatériel). Au-delà de contingences scolaires, ces tâches doivent rendre compte le mieux possible de l’organisation sociale dans laquelle elles existent.
Pour la technologie, cette référence se fait à des entreprises. Ces éléments de référence résistent mal au processus de transformation et de reconstruction qui permet de les faire passer de cette institution sociale, l’entreprise, à l’institution scolaire. Ainsi, les rapports filles/ garçons à l’école sont-ils différents des rapports femmes/hommes dans des situations professionnelles en entreprise. De même, le rapport individuel/collectif est-il appréhendé différemment dans les deux institutions.
Cet article examine, au travers d’une recherche empirique conduite dans quinze classes de quatrième de collège, l’incidence de ces deux variables, le genre et le travail seul ou à deux, sur les performances des élèves lorsqu’ils réalisent deux tâches de production distinctes, l’une renvoyant plutôt à des tâches masculines, l’autre plutôt à des tâches féminines.
Utilisation des aspects historiques dans l'enseignement de la photosynthèse
Authors: Kassou Souad , Souchon Christian 
Published: June 2010

Using historical elements in the teaching of photosynthesis, Souad Kassou, Christian Souchon
The use of the history of science in science teaching in general, and biology in particular, is often referred to. In this article we propose to study the relation of the history of science to the teaching of photosynthesis, principally through an analysis of university and school text books.
How is this history introduced ? How are certain historical experiments modified by a transposition for didactical purposes ? What importance is given to these experiments ? What experimental processes are laid before the pupils ?
Les expériences de Ruben et Kamen (1941) à travers les manuels scolaires
Authors: Gueye Babacar 
Published: June 2010

The Ruben and Kamen experiments (1941) in school text books, Babacar Gueye
Most biology textbooks of the two senior levels of high schools refer to the Ruben and Kamen experiments. After studying the way these are presented and used for didactical purposes, we show that they contain errors of content and reasoning. We then raise the question, from this example, of a better use of the history of science in biology teaching.
L'enseignement de la biologie comme culture
Authors: Rumelhard Guy 
Published: June 2010

The cultural component in biology teaching , Guy Rumelhard
A number of conditions are necessary if the teaching of biology is to take its place in a culture. The introduction to knowledge when conceived as an objectivisation process cannot follow a linear progression, it must include working round the subject, and obstacles to be overcome. But scientific knowledpe must then be reintegrated in individual and social representations and practices, and its status must necessarily be defined.
A complementary process of examining the status of research and findings in the field of science teaching must also be engaged.