Construction de la matière scolaire "sciences et technologie" par les enseignants de l'école élémentaire : points de vue infradisciplinaire

Abstract : My thesis questions the construction of their subject by "Science and Technology" teachers. This designation, in elementary school, covers various configurations of science and technology education. The curricular variability of science education in elementary school and the diversity of the teaching team contrast the trend towards uniformity of prescribed and recommended teaching practices. Our thesis thus focuses on how this tension develops, on the one hand in the diversity of contents under the responsibility of very diverse teachers and, on the other hand, the prescriptions and recommendations tending to standardize the teaching practices. A didactic point of view has been mobilized for the analysis of declared and actual teaching practices. This thesis is based on a comprehensive and exploratory approach and it is organized according to a multiple case study. The analysis of the declared and actual practices shows that teachers construct two types of contents: on the one hand, knowledge contents and, on the other hand, contents of scientific practice. The inquiry approach is constructed in two ways, one cumulative in which the teacher directs the construction of knowledge step by step, the other when the teacher lets the students construct their knowledge along their individual progress. The analysis of actual practice shows that teacher mediations vary according to the content and, more particularly, they involve two types of student commitment in the activity (research students / finder students). From the interaction between content and context of the teaching practice, within the framework of a system of teacher support (ASTEP), we highlight a sharing of roles characterized by a distinction based as much on time and space as on the types of didactic mediations mobilized by the teacher and their assistant.
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Eric Wojcieszak. Construction de la matière scolaire "sciences et technologie" par les enseignants de l'école élémentaire : points de vue infradisciplinaire. Education. Université Charles de Gaulle - Lille III, 2017. Français. ⟨NNT : 2017LIL30048⟩. ⟨tel-01891079⟩

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