Approche épistémologique d’un enseignement d’initiation à la recherche scientifique

Abstract

Teaching research master is an opportunity to realize it as the place of the interaction between the production and transmission of knowledge. However, an analysis of the master biology students’ conceptions of the research process revealed a misunderstanding of this process. Therefore, our research-action tested explicit teaching on the nature of science accompanying a course of research methodology. In post-teaching, although a majority of the students seemed to show a better understanding of the researcher process, however, these students do not appear to understand the whole of the processes.