Construire des vigilances pour un enseignement scientifique qui mène aux apprentissages pour tous
In French-speaking Belgium, recent recommendations for schools are mainly based on the effectiveness of learning, as measured by pupils performance. However, in the age of the Anthropocene, pedagogies in which pupils are subjects and involved in the construction of knowledge, giving them greater pow...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | fra |
| Published: |
Presses universitaires de la Méditerranée
2025-06-01
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| Series: | Éducation et Socialisation |
| Subjects: | |
| Online Access: | https://journals.openedition.org/edso/33859 |
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| Summary: | In French-speaking Belgium, recent recommendations for schools are mainly based on the effectiveness of learning, as measured by pupils performance. However, in the age of the Anthropocene, pedagogies in which pupils are subjects and involved in the construction of knowledge, giving them greater power to act on ideas and on the world, would be more appropriate to the development of critical and creative approaches among pupils. There is then a tension between teacher-centred methods that are effective but prescriptive, including explicit teaching, and student-centred methods that are emancipatory but have less defined benefits, for example in active teaching methods. Moreover, the contemporary epistemology of science didactics resonates well with the relationship to knowledge advocated in active pedagogies. Therefore, in a collaborative research project, we will try to characterise the science teaching practised in active pedagogy, in order to compare its characteristics with the emancipatory goals proclaimed and necessary in today's society. Rather than turning to explicit teaching, questioning the criticised active pedagogies and bringing them a constructive didactic perspective to science teaching, could help all pupils to develop ways of thinking and doing that are useful for dealing with complex problems and participating in debates of today's society. |
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| ISSN: | 2271-6092 |