Enseigner l’évolution du vivant dans un contexte concordiste

SAÏDA AROUA, MARYLINE COQUIDÉ, SALEM ABBES

Abstract

Tunisia, Arab Muslim country, is characterized by a concordist socio-cultural context. Students mobilize conceptions of the diversity of life that are a mixture of religious and scientific knowledge. The teaching of the biological evolution described in this paper addresses these concepts in classroom debates that include epistemological reflections on the scientific characteristics of evolution as a historical science. During the teaching, students have developed different explanations, manifested a better understanding of what is scientific knowledge and finally, many of them developed separate explanations of the diversity of life.

Keywords

Biological evolution, design of teaching, epistemology, scientific status, socio-cultural context

Full Text:

PDF

References

Abd-El-Khalik, F., & Lederman, N.G. (2000). The influence of history of science course on students’ views of nature of science. Journal of Research Science Teaching, 37(10), 1057-1095.

APEC & Deloitte (2010). Les besoins en compétences dans les métiers de la recherche à l’horizon 2020. Retrieved from http://www.deloitte.com/assets/Dcom-France/Local%20Assets/Documents/Votre%20Secteur/Secteur%20public/Rapport%20innovation%20et%20attractivit%C3%A9/Besoins_en_competences.pdf.

Bachelard, G. (1938). La formation de l'esprit scientifique. Paris: Vrin.

Baraket, J. (2005). Teaching research method using student-centred approach ? Critical refections on practice. Journal of University Teaching and Learning Practice, 2(2), 63-74.

Bardin, L. (1977). L'analyse de contenu. Paris: PUF.

Beillerot, J. (1991). La “recherché”, essai d’analyse. Recherche et Formation, 9, 17-31.

Belia, S., Fidler, F., Williams, J., & Cumming, G. (2005). Researchers misunderstanding confidence interval and standar error bar. Psychology Methods, 10(4), 389-396.

Booth, C., & Harrington, J. (2003). Research methods modules and undergraduate business research : An investigation. The International Journal of Management Education. 3(3), 19-31.

Brew, A. (2001). Conceptions of research : A phenomenographic study. Studies in Higher Education, 26(3), 271-284.

Carty, R. (2007). Teaching research methods: A pragmatic approach. Investigations in University Teaching and Learning, 4(2), 98-105.

Castro, A. E., Vanhoof, S., Van den Noortgate, W., & Onghena, P. (2007). Students’ misconceptions of statistical inference : A review of the empirical evidence from research on statistics education. Educational Research Review, 2, 98-113.

Clément, P. (1994). Représentations, conceptions, connaissances. In A. Giordan & Y. Girault (Eds), Conceptions et connaissances (pp. 15-45). Bern: Peter Lang,.

De Vecchi, G., & Giordan, A. (1989). L’enseignement scientifique : Comment faire pour que « ça marche » ? Nice: Z’éditions.

De Vecchi, G., & Garmona-Magnaldi, N. (1996). Faire construire des savoirs. Paris: Hachette.

Demounem, R., & Astolfi, J.-P. (1996). Didactique des sciences de la vie. Paris: Nathan.

Dreyfus, A. (1996). La formation pédagogique des universitaires : Idéal et réalité. In J. Donnay & M. Romainville (Eds), Enseigner à l’université. Un métier qui s’apprend ? (pp. 73-84). Bruxelles : De Boeck.

Durkheim, E. (1898). Représentations individuelles et représentations collectives. Retrieved from http://sbisrvntweb.uqac.ca/archivage/13894689.pdf.

Giordan, A. (1994). L’élève et/ou les connaissances scientifiques. Berne: Pert Lang

Giordan, A., & Martinand, J.-L. (1988). État des recherches sur les conceptions des élèves en biologie. In A. Giordan & J.-L. Martinand (Eds), Annales de Didactiques des Sciences (pp. 13-68). Rouen: Publications de l'Université de Rouen.

Giordan, A., & de Vecchi, G. (1987). Les origines du savoir. Des conceptions des apprenants aux concepts scientifiques. Neuchâtel-Paris: Delachaux et Nestlé.

Gladys, S. (2012). Undergraduate students’views on their learning of research methods and statistics 5RMS) course : Challenges and alternative strategies. International Journal of Social Science Tomorrow, 1(3), 1-9.

Johsua, S., & Dupin, J.-J. (1993). Introduction à la didactique des sciences et des mathématiques. Paris: PUF.

Journal Officiel de la République Tunisienne (JORT) (2001). Décret ministériel n° 2001-2493 du 31 octobre 2001, modifiant le décret n°93-1823 du 6 septembre 1993 fixant les conditions d'obtention des diplômes nationaux sanctionnant les études doctorales. JORT n°89 du 6 novembre 2001, p. 3862.

Journal Officiel de la République Tunisienne (JORT) (2012). Décret ministériel n° 2012-1227 du 1 Août 2012, fixant le cadre général du régime des études et les conditions d’obtention du diplôme national de mastère dans le système LMD. JORT n°66 du 21 août 2021, pp. 1948-1954.

Kiley, M., & Mullins, G. (2005). Supervisors conceptions of research : what are they ? Scandinavian Journal of Educational Research, 49(3), 245-262.

Ledermann, N. G. (2007). Nature of science: Past, present, and future. In S. K. Abell & N. G. Ledermann (Eds), Hand book of research on science education (pp. 831-879). London: LEA.

Meyer, J. H. F., Shanathan, M. P., & Laugksch, R. C. (2005). Students’conceptions of research : I. A qualitative and quantitative analysis. Scandinavian Journal of Educational Research, 49(3), 225-244.

Meyer, J. H. F., Shanathan, M. P., & Laugksch, R. C. (2007). Students’conceptions of research : II. An exploration of contrasting patter of variation. Scandinavian Journal of Educational Research, 51.(4), 415-433.

Migne, J. (1969). Pédagogie et représentations. Education Permanente, 119, 11-31.

Moscovici, S. (1961). La psychanalyse, son image, son public. Paris: PUF.

Murtonen M. (2005). University students’ research orientations : Do negative attitudes exist toward quantitativ methods ? Scandinavian Journal of educational research, 49(3), 263-280.

Murtonen, M., & Lehtinen, E. (2005) Conceptions of research and methodology learning. Scandinavian Journal of Educational Research, 49(3), 217-224

Pitcher, R. (2011). Doctoral students’ conceptions of research. The qualitative report, 16, 971-983.

Pitcher, R. (2013). The metaphors that research students live by. The qualitative report, 18, 1-8.

Ratcliffe, M., Osborne, J., Collins, S., Millar, R., & Duschl, R. (2001). Evidence-based practice in science education (EPSE). Teaching pupils’ideas-about-science: clarifying learning goals and improving pupil performance. Paper presented at Conference of the European Science Education Research Association, Thessaloniki, Greece.

Smith, M. U. (2010). Current Status of Research in Teaching and Learning Evolution: I. Philosophical / Epistemological Issues. Science & Education, 19, 523-538.

Tavares T. (2008). Analysis of students’ misconceptions of research methods in relations to thinking style. Honors program at the university of Rhode Island. Retrieved from http://digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1104&context=srhonorsprogn.

Van Der Maren, J.-M. (1996). Méthodes de recherche pour l’éducation. Belgique: De Boeck.


DOI: https://doi.org/10.26220/rev.1990

View Counter: Abstract | 532 | times, and PDF | 200 | times



Re S M ICT E | ISSN: 1792-3999 (electronic), 1791-261X (print) | Laboratory of Didactics of Sciences, Mathematics and ICT, Department of Educational Sciences and Early Childhood Education - University of Patras.

Pasithee | Library & Information Center | University of Patras