Dissertation•
La construction de critères de scientificité pour la démarche d'investigation : une approche pragmatique pour l'enseignement de la physique à l'école primaire
24 Nov 2014-
TL;DR: The authors propose an epistemologie pragmatique de la science scolaire a l'ecole primaire, which can be seen as a way of deduire des definitions evolutives d'une science scientifique normative mais subsidiaire par rapport a la science des scientifiques.
Abstract: Le memoire vise a proposer une epistemologie pragmatique de la science scolaire a l’ecole primaire. Un defaut de comprehension de la nature de la science pourrait en effet justifier en partie les difficultes de l'enseignement des sciences par demarche d'investigation. Une etude des representations de la science chez les enseignants et futurs enseignants confirme qu’ils n‘en ont pour la plupart qu‘une vision assez floue, relevant majoritairement d'une forme d'empirisme naif. Un jeu operatoire de criteres de scientificite adapte au contexte de l’ecole est developpe dans une approche "bottom-up" partant des pratiques de classe effectives. Sa capacite a discriminer pratiques scientifiques et non scientifiques est discutee, de meme que les implications didactiques et epistemologiques de son utilisation. Il est en particulier possible d‘en deduire des definitions evolutives d‘une science scolaire normative mais subsidiaire par rapport a la “science des scientifiques”. Cet outil epistemologique s’avere bien recu par les enseignants auxquels il a ete presente. Le test en situation de differentes strategies pedagogiques fait apparaitre que les plus efficaces pour l'appropriation de criteres de scientificite ajoutent a la demarche d’investigation une composante epistemologique explicite. Certains elements de methode scientifique peuvent etre travailles des la Grande Section de maternelle (5-6 ans) : des eleves ayant vecu des demarches d’investigation s’averent capables de revendiquer la primaute de l’experience, mais aussi de mettre en œuvre des tests relatifs a plusieurs criteres de scientificite et de s‘approprier les rudiments de la modelisation scientifique.
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Book•
01 Jan 2012
Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.
10,294 citations
01 Jan 2016
TL;DR: In this paper, the authors describe the downloading of books like this taking science to school learning and teaching science in grades k 8, but end up in harmful downloads, where instead of reading a good book with a cup of tea in the afternoon, instead they juggled with some infectious virus inside their laptop.
Abstract: Thank you very much for downloading taking science to school learning and teaching science in grades k 8. Maybe you have knowledge that, people have search hundreds times for their chosen books like this taking science to school learning and teaching science in grades k 8, but end up in harmful downloads. Rather than reading a good book with a cup of tea in the afternoon, instead they juggled with some infectious virus inside their laptop.
293 citations
Book•
01 Jan 2008
TL;DR: Gzil met en relief les enjeux contemporains of cette demarche as discussed by the authors : de fait, les reflexions de Claude Bernard sur les interets and les limites des modeles animaux, son analyse des problemes lies a l'experimentation sur les sujets humains, and encore son plaidoyer en faveur de l'articulation entre la clinique and la recherche medicale, font de l" Introduction une reference fondatrice pour aborder les questions que rencontre la
Abstract: Dans l'Introduction a l'etude de la medecine experimentale (1865), Claude Bernard, biologiste eminent et professeur de medecine au College de France, ne se contente pas de fixer les regles de la methode experimentale ; en exhortant a experimenter sur le vivant, et en montrant la dependance de la pathologie et de la therapeutiquea l'egard de la physiologie, il pose les fondements empiriques et conceptuels de la medecine moderne. Dans sa presentation, Fabrice Gzil met en relief les enjeux contemporains de cette demarche : de fait, les reflexions de Claude Bernard sur les interets et les limites des modeles animaux, son analyse des problemes lies a l'experimentation sur les sujets humains,ou encore son plaidoyer en faveur de l'articulation entre la clinique et la recherche medicale, font de l' Introduction une reference fondatrice pour aborder les questions que rencontre la medecine a l'heure actuelle.
243 citations
Book Chapter•
01 Jan 2010
TL;DR: This article explored the potentials of assimilating inquiry-based teaching into the current conventional teaching and suggested that science teachers employ the method of Inquiry-Based teaching to overcome the inefficacy of conventional teaching.
Abstract: Learning is a process of acquiring knowledge and skill through practice, training and accumulation of experience. Teaching is thus an act of imparting knowledge and skill. The most conventional way of teaching science has been through lecturing. In a typical lecture setting, the audience is expected to listen and follow a set of notes without much questioning. Such a method seems to contradict the learning of science, which builds on prior knowledge and advances through curiosity. As a result, this one-way transmission of knowledge has induced dry memorization and very little interest in exploring science by the students. The dullness in learning science could be due to the lack of development of quantitative and analytical skills that come with conventional teaching. This gives rise to the stereotypical perception that science is cryptic, difficult and can only be understood by very smart students. The National Science Teachers Association (NSTA) has suggested that science teachers employ the method of inquiry-based teaching to overcome the inefficacy of conventional teaching. Inquiry-based teaching is much more desirable and effective in teaching science subjects because it follows more closely the scientific method of experimentation. This paper aims to explore the potentials of assimilating inquiry-based teaching into the current conventional method. Hopefully by adopting a more effective teaching method, we can engage more learners in shaping the education they receive and inspire them to become the creators of knowledge themselves.
83 citations
References
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Book•
[...]
01 Jan 1966
TL;DR: The Tacit Dimension, originally published in 1967, argues that such tacit knowledge - tradition, inherited practices, implied values, and prejudgments - is a crucial part of scientific knowledge.
Abstract: 'I shall reconsider human knowledge by starting from the fact that we can know more than we can tell', writes Michael Polanyi, whose work paved the way for the likes of Thomas Kuhn and Karl Popper. "The Tacit Dimension", originally published in 1967, argues that such tacit knowledge - tradition, inherited practices, implied values, and prejudgments - is a crucial part of scientific knowledge. Back in print for a new generation of students and scholars, this volume challenges the assumption that skepticism, rather than established belief, lies at the heart of scientific discovery.
13,830 citations
Book•
01 Jan 2012
Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.
10,294 citations
Additional excerpts
...Dewey. Experience and education. éd. Macmillan, New York, 1938. 444. « Inquiry in education is rooted in the early 1900s educational philosophy of Dewey, who cautioned about the sharp divide between process and products and about tasks externally assigned in school practice, advocating for what is now termed project-based inquiry. Dewey argued that knowledge is constructed by activity. One learns through doing; thus, a problem-solving approach should be based on practical experiences ». Katie S. Saunders-Stewart, Petra D. T. Gyles et Bruce M. Shore, « Student Outcomes in Inquiry Instruction: A Literature-Derived Inventory », Journal of Advanced Academics, 2012, vol. 23 (1), pp. 5–31. (p. 7) 445. L’expression créée en 1979 refait son apparition dans les programmes français en 2002 en tant que traduction du terme anglais inquiry. La démarche d’investigation actuelle prend ses sources plutôt du côté anglo-saxon mais les principes de constitution sont similaires. 446. Jean-Louis Martinand. « Acquis et perspectives de la recherche sur les activités d’éveil en Physique et technologie. » Les Cahiers de Fontenay, 1979, n°16 Sciences Physiques, E.N.S. Fontenay, pp. 109–125. (p. 120) 447 . Russell Tytler et Suzanne Peterson. « From ‘‘Try It and See’’ to Strategic Exploration : Characterizing Young Children’s Scientific Reasoning », Journal of Research in Science Teaching, 2004, vol. 41(1), pp. 94–118. 448. National Research Council. (2007). Taking Science to School : Learning and Teaching Science in Grades K-8....
[...]
01 Jan 2005
TL;DR: For instance, Grice was interested in Quine's logical approach to language, although he differed from Quine over certain specific specific questions, such as the viability of the distinction between analytic and synthetic statements.
Abstract: As Grice’s enthusiasm for ordinary language philosophy became increasingly qualified during the 1950s, his interest was growing in the rather different styles of philosophy of language then current in America. Recent improvements in communications had made possible an exchange of ideas across the Atlantic that would have been unthinkable before the war. W. V. O. Quine had made a considerable impression at Oxford during his time as Eastman Professor. Grice was interested in Quine’s logical approach to language, although he differed from him over certain specific questions, such as the viability of the distinction between analytic and synthetic statements. Quine, who was visiting England for a whole year, and who brought with him clothes, books and even provisions in the knowledge that rationing was still in force, travelled by ship.1 However, during the same decade the rapid proliferation of passenger air travel enabled movement of academics between Britain and America for even short stays and lecture tours. Grice himself made a number of such visits, and was impressed by the formal and theory-driven philosophy he encountered. Most of all he was impressed by the work of Noam Chomsky.
6,984 citations
Book•
01 Jan 1985
TL;DR: Conceptual Change in Childhood: A case study of children's acquisition of biological knowledge between ages 4-10 is presented in this article, which analyzes the ways that knowledge is restructured during this development.
Abstract: Are children fundamentally different kinds of thinkers than adults? Or are the cognitive differences between young children and adults merely a matter of accumulation of knowledge? In this book, Susan Carey develops an alternative to these two ways of thinking about childhood cognition, putting forth the idea of conceptual change and its relation to the development of knowledge systems.Conceptual Change in Childhood is a case study of children's acquisition of biological knowledge between ages 4-10. Drawing on evidence from a variety of sources, Carey analyzes the ways that knowledge is restructured during this development, comparing them to the ways that knowledge is restructured by an adult learner, and to the ways that conceptual frameworks have shifted in the history of science. Susan Carey is Professor of Psychology at MIT.
3,158 citations