Dispositif didactique pour l'enseignement de l'évolution du vivant - débat en classe pour l'enseignement de la théorie de l'évolution du vivant en Tunisie.

Abstract : Biological evolution teaching in Tunisia endures a precariousness of its scientific status because of its interference with the religious beliefs of the pupils, of a concordist sociocultural context and a deficient scientific formation in biological evolution. While explaining the life diversity Tunisian pupils have difficulties with methodology validation in evolution science and conceive an argumentative equivalence between scientific and theological argumentative referentials. An innovating action in the evolution teaching in Tunisia is proposed to militate it's scientific status. It's a teaching device that treats two obstacles to the scientific status of evolution by epistemological reflections in classroom debates. These are the distancied reflections that accompany thé construction of knowledge on thé methodology validation in evolution science and conceptual knowledge of evolution. These knowledge could help the pupils to understand the scientific status of evolution. The conceived innovating proposition was tested and assessed. Destabilization and identification of thé obstacles allowed the pupils to characterize the scientific referential of evolution.
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https://tel.archives-ouvertes.fr/tel-00160674
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Submitted on : Friday, July 6, 2007 - 4:11:12 PM
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Saïda Aroua. Dispositif didactique pour l'enseignement de l'évolution du vivant - débat en classe pour l'enseignement de la théorie de l'évolution du vivant en Tunisie.. Education. École normale supérieure de Cachan - ENS Cachan; ISEFC de Tunis, 2006. Français. ⟨tel-00160674⟩

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