CADRES ET PROCÉDURES POUR UN APPRENTISSAGE EFFICACE DES SCIENCES / FRAMEWORKS AND PROCEDURES FOR EFFECTIVE SCIENCE LEARNING
DOI:
https://doi.org/10.46827/ejes.v12i3.5847کلمات کلیدی:
enseignement scientifique, éducation basée sur les problèmes, environnement éducatif, étudiants et enseignants / science education, problem-based education, educational environment, students and teachersچکیده
Cet article présente et discute les aspects les plus importants de la question de l'approche de la connaissance des sciences physiques et naturelles à travers des procédures basées sur la proposition et la résolution des problèmes. Les questions ouvertes d'un contexte qui exige une planification plus large des processus d'enseignement, de la préparation et des pratiques des enseignants, mais aussi de la position, de l'initiative et de la perspective de l'implication des étudiants sont abordées. Cela met en évidence les points critiques de cette gamme d'approches et, en particulier, les différences par rapport aux cadres traditionnels de l’enseignement et les convergences avec le constructivisme, qui est le courant dominant dans l'apprentissage et l'enseignement des sciences physiques et naturelles.
This article presents and discusses the most important aspects of the issue of approaching knowledge of the physical and natural sciences through procedures based on the proposal and resolution of problems. The open questions of a context that requires broader planning of teaching processes, teacher preparation and practice, but also the position, initiative and perspective of student involvement are addressed. This highlights the critical points of this range of approaches and, in particular, the differences from traditional frameworks of teaching and the convergences with constructivism, which is the dominant current in the learning and teaching of the physical and natural sciences.
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