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Theses

Engager des élèves dans des processus d'acculturation scientifique dans une perspective développementale : étude de cas sur le vivant à l'école primaire

Abstract : This research in didactis of science adopts a theoretical framework based on Vygotski's theory of human development and focuses on th role of language in learning. Teaching and learning science at primary school is regarded as pupils' initial entrance into scientific culture to build scientific knowledge and to apply it. The research concerns the concept of living, involving an epistemological analysis, before preparing class situations and implementing them in the first-grade and second-grade classes. The analysis of the data collected (pupil's works and oral interactions) is organised into two research topics. The first aims to distinguish scientific acculturation processes related to the concept of living. Indicator of pupils' acquisition of scientific culture and the necessary conditions are identified, enabling scientific acculturation to be defined as a change in how the living is perceived. Pupils' ideas shift from the everyday world into the scientific world, since pupils popsition themselves in the field of science and they regard living as a scientific concept. The second topic deals with the developmental aspects of learning about the concept of living. The study reveals signs of developmental in several pupils, suggesting that teachers involving pupils in scientific acculturation processes can encourage their development.
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Submitted on : Thursday, February 23, 2017 - 11:30:28 AM
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Céline Grancher. Engager des élèves dans des processus d'acculturation scientifique dans une perspective développementale : étude de cas sur le vivant à l'école primaire. Education. Université de Bordeaux, 2016. Français. ⟨NNT : 2016BORD0108⟩. ⟨tel-01474852⟩

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