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L'épistémologie contemporaine de la Théorie de l'évolution dans l'enseignement secondaire français : état des lieux et conséquences didactiques

Abstract : The science of evolution englobes two complementary scientific fields. First, there is the historical science that aims to reconstitute the history of life on earth. Then there is the ‘functional’ domain that aims to elucidate the mechanisms of evolution. The centrality of the concept of evolution in the life sciences makes it an indispensable subject in the school curriculum and its importance is underlined in all the official texts concerning the life sciences in French secondary education. Nevertheless, numerous studies in the didactics of the life sciences have highlighted different problems with the teaching of evolution. We propose the hypothesis that certain of these problems are due, on one hand, to the lack of clarity in the philosophy of evolution in the official school program and, on the other hand, to teachers’ limited engagement with the philosophical issues in evolution when they teach the subject. The first part of this thesis offers a detailed philosophical analysis of the field of evolution in which we pay close attention to the philosophical conceptions of the researchers in different areas of the field. The analytical grid that we develop based on this research is then used to classify the institutional choice of programs as well as the concepts of teachers and their approach to teaching evolution. The examination of our results leads to the conclusion that the historical science and the associated philosophical concepts exercise an implicit influence on the teaching of evolution. This result explains certain tensions that exist in the teaching of evolution and allows us to engage a wider reflection on the need to integrate this kind of philosophical analysis into studies in science education
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Submitted on : Saturday, March 12, 2016 - 3:54:06 PM
Last modification on : Thursday, November 21, 2019 - 2:13:54 AM
Long-term archiving on: : Monday, June 13, 2016 - 2:01:50 PM


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Fabienne Paulin. L'épistémologie contemporaine de la Théorie de l'évolution dans l'enseignement secondaire français : état des lieux et conséquences didactiques. Education. Université Claude Bernard - Lyon I, 2015. Français. ⟨NNT : 2015LYO10254⟩. ⟨tel-01287258⟩



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