Rôle de l’épistémologie et l’histoire des sciences dans l’enseignement



The purpose of introducing epistemology and the history of science into university education remains poorly understood, which has led to reluctance on the part of the students concerned. However, insufficient mastery of scientific concepts has been pointed out as a major source of misconceptions. We are interested here in the opinions of learners (they are in fact future high school physics teachers) concerning the epistemological and historical dimensions of teaching. The field study carried out in this perspective has shown that the majority of the students questioned are in favor of such a restructuring of the programs, but the objectives and purpose of it are not clear enough for many of them.


Physics education, epistemology, history of sciences

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DOI: https://doi.org/10.26220/mje.3784

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