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Theses

L'enseignement scientifique à l'école de base,
Approches didactique, anthropo-culturelle et épistémologique des curricula scientifiques de l'enseignement de base en Tunisie

Abstract : This research deals with scientific education. More particularly, it takes a critical look at the scientific curricula of basic teaching in Tunisia. In fact, at the beginning of the third millennium, marked by an unprecedented scientific and technological development and by a more and more affirmed and rapid establishment of a knowledge and information society, the quality of scientific education is more than ever before becoming very topical in the developed as well as developing countries. Concerned about maintaining their position as advanced nations and aspiring to more excellence and progress, Northern countries are constantly looking for procedures and ways to improve their scientific education systems. Worried about the future of their future generations in an ever-changing world and where international competition is getting fiercer and fiercer, Southern countries are trying to catch up and train adequately qualified citizens to ensure the development of their nations. Consequently, a crucial question being considered by both sides is: “Which scientific education for which society?”
Hence this work intends to consider the conditions of possibility for implementing a scientific education that combines “educational modernity” with “learner and reference culture consideration”, at both the teaching and didactic as at the sociocultural and epistemological levels, within the framework of the Tunisian Basic School. The thesis upheld here is that these conditions are largely dependent on a curricular approach, centred on modern science teaching on the one hand, and on an epistemology sufficiently well established on a socioconstructive and cultural conception of scientific school knowledge on the other hand.
Based on the work of forerunners and on the latest researches on education sciences and combining “historicocritical analysis” and “didactic-epistemological analysis” of scientific curricula for basic education, this research tries to examine and find ways of implementing scientific learning, not only in the sociocultural and civilisational context in Tunisia, but also in other more or less nearby contexts.
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https://tel.archives-ouvertes.fr/tel-00134933
Contributor : Abdelwahab Chaoued <>
Submitted on : Sunday, March 25, 2007 - 2:31:31 PM
Last modification on : Monday, October 19, 2020 - 11:05:53 AM
Long-term archiving on: : Tuesday, September 21, 2010 - 1:10:13 PM

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  • HAL Id : tel-00134933, version 2

Citation

Abdelwahab Chaoued. L'enseignement scientifique à l'école de base,
Approches didactique, anthropo-culturelle et épistémologique des curricula scientifiques de l'enseignement de base en Tunisie. Education. Université Rennes 2, 2006. Français. ⟨tel-00134933v2⟩

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