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Processus d'enseignement-apprentissage de raisonnements néodarwiniens en classe de sciences de la Vie et de la Terre

Julie Gobert 1, 2
LACES - Laboratoire Cultures, Éducation, Sociétés
Abstract : Our study concerns the understanding of the process of teaching - learning of probability Darwinian reasoning, in the construction of the concept of selection in fourth year of high school. An articulation of the problem building theory and the historic and cultural theory brought to us to make the hypothesis which the understanding of the evolution of the interpretative context, built in the interaction, could allow to understand better the processes of teachings-learnings. The model of socio-historic context of the concept of selection, proposed in the stemming from the epistemological study, constitutes a set of standards which govern the functioning of the scientific communities of paradigm neodarwinian, which incorporate into their manners to act - of speaking of thinking of the epistemological characteristics of the scientific knowledges. The structuring Mendelian principle organizes the domain of scientific knowledge connected to the questions of genetics and evolution. The led epistemological-linguistic analyses allowed to show narrow relations enter construction of the interpretative dynamic context of problem building and language activities. The study highlights certain conditions of the efficiency of a situation-problem.
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Submitted on : Friday, January 30, 2015 - 2:47:44 PM
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  • HAL Id : tel-01111514, version 1


Julie Gobert. Processus d'enseignement-apprentissage de raisonnements néodarwiniens en classe de sciences de la Vie et de la Terre. Education. Université de Caen Basse-Normandie, 2014. Français. ⟨tel-01111514⟩



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