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Obstacles à la problématisation du temps dans une approche interdisciplinaire : l'explication de quelques phénomènes naturels par des élèves et de futurs enseignants tunisiens

Abstract : This research focuses on learning and teaching of biology and geology by students and teachers. The use of geological time in the explanation of some natural phenomena by learners is difficult. We use an epistemological reflection on the teaching and study of this concept in an interdisciplinary approach by using elements of history and philosophy of science. An accurate diagnosis of the difficulties of learners through many research methods let us understand their problems and suggest strategies to facilitate the acquisition not only the concept of time but also other concepts in science. The main objectif of this research is to identify epistemological obstacles to problematization of time. To achieve our objective, the methodology followed is plural. First time, we explored the field by an analysis of textbooks and analysis of the explanations earthquakes, orogenesis and biological crisis by learners. These two phases were combined with an observation of class and an interview with students. In second time, we are conducting an interdisciplinary study through workshops and debates with the samples in order to follow the construction of time in a problematization and interpretation of the possible origin of the obstacles to that objective. Research has helped us to overcome the work on the drawing board to the problematization by identifying a number of difficulties related to the acquisition of geological time as a tool for measuring and coupling biology and geology. Registers explanatory in which students work are two types. Some registers supporting the problematization of time such as mobilty of the earth, evolutionism. Other registers depend on the obstacles identified and not favourate the problematization of the concept in question. The origins of these obstacles are plural. Interdisciplinary work on the basis of the construction problem as a method of teaching through a discussion involving the role of the teacher' questions, the history of science ... etc. would not only overcome the difficulties in the problematization of a concept, but also to improve teaching methods. Thus lines of research should be undertaken for theoretical and practical.
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Submitted on : Tuesday, April 6, 2010 - 11:26:13 PM
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Youssef Bouganmi. Obstacles à la problématisation du temps dans une approche interdisciplinaire : l'explication de quelques phénomènes naturels par des élèves et de futurs enseignants tunisiens. Education. Université de Bourgogne; Université de Tunis, 2009. Français. ⟨tel-00443595⟩

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