{"id":976,"date":"2018-02-16T18:14:20","date_gmt":"2018-02-16T18:14:20","guid":{"rendered":"http:\/\/portaileduc.net\/website\/?p=976"},"modified":"2018-02-16T18:14:20","modified_gmt":"2018-02-16T18:14:20","slug":"les-recherches-en-didactique-pour-leducation-scientifique-et-technologique-dossier-de-veille-de-life","status":"publish","type":"post","link":"https:\/\/portaileduc.net\/website\/les-recherches-en-didactique-pour-leducation-scientifique-et-technologique-dossier-de-veille-de-life\/","title":{"rendered":"Les recherches en didactique pour l’\u00e9ducation scientifique et technologique – Dossier de veille de l’IF\u00c9"},"content":{"rendered":"

L’IF\u00c9 propose un dossier de veille intitul\u00e9 ‘Les recherches en didactique pour l’\u00e9ducation scientifique et technologique’<\/p>\n

Reverdy Catherine (2018). Les recherches en didactique pour l’\u00e9ducation scientifique et technologique. Dossier de veille de l’IF\u00c9<\/i>, n\u00b0122
\nEn ligne : http:\/\/ife.ens-lyon.fr\/vst\/DA\/detailsDossier.php?parent=accueil&dossier=122&lang=fr<\/a><\/p><\/blockquote>\n

\n

Pr\u00e9sentation<\/h4>\n

Depuis le d\u00e9veloppement de la didactique des sciences \u00e0 la fin des ann\u00e9es 1970, de nombreuses probl\u00e9matiques majeures ont travers\u00e9 ce champ de recherche, que le Dossier de veille n\u00b0\u00a0122 aborde \u00e0 l\u2019occasion des 20\u00a0ans de l\u2019Association des recherches en didactique des sciences et des technologies (ARDIST<\/a>).<\/p>\n

Les premiers travaux en didactique des sciences commencent avec le constat des difficult\u00e9s des \u00e9l\u00e8ves \u00e0 bien comprendre les ph\u00e9nom\u00e8nes scientifiques. En s\u2019aidant de la psychologie du d\u00e9veloppement de l\u2019enfant, de la sociologie (avec le rapport des \u00e9l\u00e8ves aux savoirs scientifiques), de l\u2019histoire des sciences (avec la construction des th\u00e9ories scientifiques), les chercheur.se.s ont construit des cadres th\u00e9oriques permettant d\u2019analyser toutes les dimensions de l\u2019apprentissage. Les r\u00e9sultats de ces recherches ont ainsi permis, dans les programmes disciplinaires r\u00e9cents, de donner des pistes aux enseignant.e.s pour construire une progression permettant aux \u00e9l\u00e8ves d\u2019employer les raisonnements scientifiques \u00e0 bon escient.<\/p>\n

C\u2019est ensuite \u00e0 l\u2019analyse pr\u00e9cise et d\u00e9taill\u00e9e des situations d\u2019enseignement-apprentissage que les recherches en didactique se sont int\u00e9ress\u00e9es, \u00e0 partir de vid\u00e9os de s\u00e9ances de classe et d\u2019entretiens. Il faut alors croiser diff\u00e9rents niveaux d\u2019analyse\u00a0: aussi bien les interactions enseignant.e\/\u00e9l\u00e8ves, les interactions entre \u00e9l\u00e8ves, le contexte de la s\u00e9ance, que les connaissances ant\u00e9rieures des \u00e9l\u00e8ves, les traces produites pendant la s\u00e9ance, la gestion du mat\u00e9riel pendant les exp\u00e9riences,\u00a0etc. Ici encore, les r\u00e9f\u00e9rences et les emprunts m\u00e9thodologiques sont n\u00e9cessaires vis-\u00e0-vis des sciences du langage, de la didactique professionnelle (qui s\u2019int\u00e9resse aux gestes professionnels des enseignant.e.s) et des autres didactiques disciplinaires, confront\u00e9es \u00e0 l\u2019analyse de situations semblables.<\/p>\n

Plus r\u00e9cemment, avec la place de plus en plus importante prise \u00e0 l\u2019\u00e9cole par les questions scientifiques dites \u00ab\u00a0socialement vives\u00a0\u00bb (comme les probl\u00e9matiques sciences\/religion, l\u2019\u00e9ducation au d\u00e9veloppement durable, l\u2019\u00e9ducation \u00e0 la sexualit\u00e9,\u00a0etc.), les recherches en didactique des sciences et des technologies ont cherch\u00e9 \u00e0 savoir quels leviers les enseignant.e.s pouvaient utiliser pour engager leurs \u00e9l\u00e8ves \u00e0 la fois dans un apprentissage de contenus complexes et \u00e0 prendre eux-m\u00eames ou elles-m\u00eames position face \u00e0 ces questions socialement vives. Travailler sur ces questions am\u00e8ne les chercheur.se.s \u00e0 s\u2019interroger sur la nature m\u00eame des sciences et leurs fondements \u00e9pist\u00e9mologiques, et ainsi \u00e0 proposer diff\u00e9rentes mani\u00e8res de faire comprendre aux \u00e9l\u00e8ves la construction des savoirs scientifiques, processus social, lent et d\u00e9pendant de la culture de chaque pays.<\/p>\n

\n

Le dossier<\/h4>\n

Disponible en ligne sur\u00a0 http:\/\/ife.ens-lyon.fr\/vst\/DA\/detailsDossier.php?parent=accueil&dossier=122&lang=fr<\/a><\/p>\n

[pdf-embedder url=\u00a0\u00bbhttp:\/\/portaileduc.net\/website\/wp-content\/uploads\/2018\/02\/122-fevrier-2018.pdf\u00a0\u00bb]<\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

L’IF\u00c9 propose un dossier de veille intitul\u00e9 ‘Les recherches en didactique pour l’\u00e9ducation scientifique et technologique’ Reverdy Catherine (2018). Les recherches en didactique pour l’\u00e9ducation scientifique et technologique. Dossier de veille de l’IF\u00c9, n\u00b0122 En ligne : http:\/\/ife.ens-lyon.fr\/vst\/DA\/detailsDossier.php?parent=accueil&dossier=122&lang=fr Pr\u00e9sentation Depuis le d\u00e9veloppement de la didactique des sciences \u00e0 la fin des ann\u00e9es 1970, de nombreuses […]<\/p>\n","protected":false},"author":2,"featured_media":561,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[183,39],"tags":[],"class_list":{"0":"post-976","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-didactique-des-sciences-techniques-et-de-la-sante","8":"category-psychologie-pedagogie-didactique","9":"czr-hentry"},"jetpack_publicize_connections":[],"jetpack_featured_media_url":"https:\/\/i0.wp.com\/portaileduc.net\/website\/wp-content\/uploads\/2017\/06\/Didactique-LOGO.jpg?fit=400%2C400&ssl=1","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p6aRPV-fK","jetpack-related-posts":[{"id":6274,"url":"https:\/\/portaileduc.net\/website\/brisk-sintegre-a-microsoft-un-levier-technologique-pour-enrichir-les-pratiques-pedagogiques\/","url_meta":{"origin":976,"position":0},"title":"Brisk s\u2019int\u00e8gre \u00e0 Microsoft : un levier technologique pour enrichir les pratiques p\u00e9dagogiques","author":"Maxime Duquesnoy","date":"8 ao\u00fbt 2025","format":false,"excerpt":"L\u2019intelligence artificielle s\u2019impose progressivement comme un outil incontournable dans le domaine de l\u2019\u00e9ducation. 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