Les sciences historiques : un impensé épistémologique dans l’enseignement de l’évolution
School curricula tend to leave increasing space to epistemology in life and earth sciences, of which the evolutionary theory is a central element. In this article, we investigate how the specificities of evolutionary sciences, including both « functional » (mechanistic) and historical aspects, are t...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | fra |
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Nantes Université
2018-03-01
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| Series: | Recherches en Éducation |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ree/2242 |
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| _version_ | 1841548555348606976 |
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| author | Fabienne Paulin Sylvain Charlat Éric Triquet |
| author_facet | Fabienne Paulin Sylvain Charlat Éric Triquet |
| author_sort | Fabienne Paulin |
| collection | DOAJ |
| description | School curricula tend to leave increasing space to epistemology in life and earth sciences, of which the evolutionary theory is a central element. In this article, we investigate how the specificities of evolutionary sciences, including both « functional » (mechanistic) and historical aspects, are taken into account in official instructions for life and earth sciences in high school. In this analysis, we assign scientific objects and approaches to either mechanistic or historical sciences, based on their distinctive features. Our results indicate that mechanistic sciences predominate in official instructions. The historical approach is virtually absent, although historical themes, that would require such an approach, are present in the curricula. We hypothesize that this paradox, resulting from an insufficiently explicit integration of historical sciences, might explain some of the repeatedly documented difficulties encountered by teachers when it comes to evolution. |
| format | Article |
| id | doaj-art-2b524c2e032248e983a63e06d5a93cf5 |
| institution | Kabale University |
| issn | 1954-3077 |
| language | fra |
| publishDate | 2018-03-01 |
| publisher | Nantes Université |
| record_format | Article |
| series | Recherches en Éducation |
| spelling | doaj-art-2b524c2e032248e983a63e06d5a93cf52025-01-10T14:04:21ZfraNantes UniversitéRecherches en Éducation1954-30772018-03-013210.4000/ree.2242Les sciences historiques : un impensé épistémologique dans l’enseignement de l’évolutionFabienne PaulinSylvain CharlatÉric TriquetSchool curricula tend to leave increasing space to epistemology in life and earth sciences, of which the evolutionary theory is a central element. In this article, we investigate how the specificities of evolutionary sciences, including both « functional » (mechanistic) and historical aspects, are taken into account in official instructions for life and earth sciences in high school. In this analysis, we assign scientific objects and approaches to either mechanistic or historical sciences, based on their distinctive features. Our results indicate that mechanistic sciences predominate in official instructions. The historical approach is virtually absent, although historical themes, that would require such an approach, are present in the curricula. We hypothesize that this paradox, resulting from an insufficiently explicit integration of historical sciences, might explain some of the repeatedly documented difficulties encountered by teachers when it comes to evolution.https://journals.openedition.org/ree/2242curriculasocial representations (school/education/science/knowledge/etc.)history and philosophy of sciences |
| spellingShingle | Fabienne Paulin Sylvain Charlat Éric Triquet Les sciences historiques : un impensé épistémologique dans l’enseignement de l’évolution Recherches en Éducation curricula social representations (school/education/science/knowledge/etc.) history and philosophy of sciences |
| title | Les sciences historiques : un impensé épistémologique dans l’enseignement de l’évolution |
| title_full | Les sciences historiques : un impensé épistémologique dans l’enseignement de l’évolution |
| title_fullStr | Les sciences historiques : un impensé épistémologique dans l’enseignement de l’évolution |
| title_full_unstemmed | Les sciences historiques : un impensé épistémologique dans l’enseignement de l’évolution |
| title_short | Les sciences historiques : un impensé épistémologique dans l’enseignement de l’évolution |
| title_sort | les sciences historiques un impense epistemologique dans l enseignement de l evolution |
| topic | curricula social representations (school/education/science/knowledge/etc.) history and philosophy of sciences |
| url | https://journals.openedition.org/ree/2242 |
| work_keys_str_mv | AT fabiennepaulin lesscienceshistoriquesunimpenseepistemologiquedanslenseignementdelevolution AT sylvaincharlat lesscienceshistoriquesunimpenseepistemologiquedanslenseignementdelevolution AT erictriquet lesscienceshistoriquesunimpenseepistemologiquedanslenseignementdelevolution |