Résumés
Abstract
The goal of science education is usually meant to develop students’ basic knowledge, skills, and scientific attitudes as stated in many countries’ curriculum documents, with little consideration of what backgrounds students bring into the classroom. A cultural approach to education has challenged this universal goal of science education. This paper provides a cultural analysis of conceptual change and recommends an argument approach to teaching for conceptual advancement. It argues that the outcome of classroom discourse cannot be oriented to be a replacement of students’ intuitive conceptions with scientific notions, rather coexistence between scientific understanding and culture/experience-based views is considered to be a more reasonable and realistic goal.
Résumé
Le but de l’enseignement des sciences, tel que défini dans les programmes d’enseignement de plusieurs pays, est habituellement de développer les connaissances de base, compétences et attitudes scientifiques des élèves et ce, sans égard pour leur savoir préalable. Une approche culturelle à l’enseignement a bouleversé ce but universel de l’enseignement des sciences. Cet article analyse sur une base culturelle le changement conceptuel et recommande une approche argumentaire comme méthode éducative favorisant l’évolution conceptuelle. L’auteur y avance que les résultats des débats faits en classe ne peuvent être orientés pour reprogrammer les conceptions intuitives des élèves par des notions scientifiques. En fait, Zhou soutient qu’un but sensé et réaliste est une cohabitation de la compréhension scientifique et des points de vue personnels et culturels sur la science.
Parties annexes
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