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Contribution à la réflexion sur la rénovation de l’enseignement des sciences physiques dans l’enseignement secondaire : Quelques apports de la didactique des sciences

Abstract : In this synthesis note, we try to show how research in science education can contribute to the reflection on the changes to be made to the teaching of physical sciences in secondary education. Several directions currently envisaged by decision-makers and institutions seem to be particularly relevant to this field of research: a partial overhaul of school science subjects, a modification of teaching methods or the place of information and communication technologies. We discuss these orientations through the presentation of some theoretical frameworks and concepts of science didactics as well as through the presentation of research results on learning in physical sciences, on didactic interactions in science class and on the place of science didactics in teacher training. This research on the changes to be envisaged in the teaching of physical sciences and more generally of science and technology is all the more urgent as the phenomenon of disaffection for scientific studies by young people could, on the one hand, endanger the renewal of scientific and technical staff and, on the other hand, widen the gap between the general public and the experts. Among the pedagogical and didactic factors invoked to explain this disaffection for scientific studies are the uninspiring image of science conveyed by school education, or programmes that are not well grounded in daily life and teaching methods that are too academic and rigid. Among the main factors favouring a positive attitude of pupils towards science teaching are the nature of the curriculum and the school environment. The challenge is to find didactic devices to achieve this goal and to change the students' relationship to science education. Among the new teaching approaches advocated in France, the "investigation approach" and integrated science and technology teaching seem to be good candidates. The first type of system requires a profound change in the didactic relationship by rethinking the place of the pupils and the teacher, but also a reflection on the epistemological issues and the educational aims of such a system. Research therefore seems necessary to identify the possible difficulties of teachers and pupils in implementing this new teaching-learning practice in a teacher training perspective. However, this research theme alone will not exhaust the question of science teaching and there are still many prospects for research in science education.
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Habilitation à diriger des recherches
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Contributor : Jean-Marie Boilevin Connect in order to contact the contributor
Submitted on : Wednesday, September 8, 2021 - 2:23:59 PM
Last modification on : Thursday, September 9, 2021 - 3:28:40 AM


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  • HAL Id : tel-03338112, version 1



Jean-Marie Boilevin. Contribution à la réflexion sur la rénovation de l’enseignement des sciences physiques dans l’enseignement secondaire : Quelques apports de la didactique des sciences. Education. Aix Marseille Université, 2010. ⟨tel-03338112⟩



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