Relative Effectiveness of Direct Instruction vs. Active Learning in the Teaching of Science

International audienceThis study compares two controversial pedagogy [5], [6], [8], [11]: direct instruction and active learning. As “performance” still used by teacher and institution as assessment indicator we have went measuring it in this research. Then, we question on effectiveness of two learning methods on acquisition of scientific knowledge. Direct instruction and active learning are there same impact in teaching of sciences? Must we choose between these two methods or use both? Scientific knowledge is it single assessment indicator?Results of this work would show that direct instruction mobilizes especially memory strategy even though active learning mobilizes more conceptual strategies. Pupils are more successful in activities with memory strategies. But results would propose that direct instruction and active learning could be both necessary in scientific learning. It seems that knowledge wouldn’t be single indicator.Direct instruction as described in this study is same in fact as “explicit instruction” presented in literature [1], [3]. It shows a long-term action on the performance far more effective than the active pedagogies. But active learning could develop capabilities and acquisition of attitudes as proposed by different authors [2], [9]. Finally, our work proposes that both of methods would be necessary in learning of sciences in order to create a link between knowledge, capabilities and attitudes. To assess scientific learning, we could propose new competency approach [10] because our study shows that “performance” usually used is no sufficient to measuring other than acquisition of knowledge. Another didactical model, “allosteric model” proposed by Giordan [4], [7] could be a different approach in teaching of sciences. This method integrates structural teaching and proposes interaction and communication to develop knowledge, capabilities and attitudes within didactical environment

Study of explicit instruction and structured inquiry methods on knowledge acquisition and conceptual change in science learning

International audienceThis study compares two pedagogical methods: explicit instruction and structured inquiry methods. We question the effectiveness of the two learning methods to acquire scientific knowledge and to modify learner conceptions. Do explicit instruction and structured inquiry methods have the same impact on the learning of science? If not, why?The results of this work show that explicit instruction and structured inquiry methods increase strongly acquisition of knowledge and improve weakness conception.So these two methods are same positive effects on acquisition of scientific knowledge but they are also the same negative results on evolution of conceptions because the conceptual representations are not improved. The “allosteric model”, proposed by Giordan, seems to be an alternative didactical model which could constitute a different approach to learn science within a systemic and antagonist learning environment to transform the learner conception

Didactique des sciences et culture scientifique : quels enjeux pour la formation professionnelle des enseignants ?

National audienceLa didactique en tant que champ de recherche scientifique sur l’enseignement occupe l’espace de l’éducation formelle alors que la culture scientifique en tant que médiation informelle occupe l’espace de l’éducation non formelle. Malgré ces différences de statut, toutes deux semblent avoir un réel objectif pédagogique commun : l’appropriation d’un « Savoir scientifique ».La didactique des sciences et la culture scientifique ont-elles alors un rôle commun à jouer dans l’enseignement des sciences ? Leurs apports respectifs peuvent-ils transformer l’enseignement scientifique ?L’apport de la culture scientifique est traduit par sa dimension de nouveau rapport au savoir scientifique qu’elle fait émerger. La didactique quant à elle met en évidence l’absolue nécessité, dans l’élaboration du savoir, d’un véritable cheminement scientifique intégrant un environnement didactique adéquat.Ces données montrent une imbrication complémentaire évidente de ces deux champs via l’expression d’un nouveau rapport au savoir scientifique au sein de l’élaboration didactique de ce savoir. Il semble donc que tous deux ont un rôle commun à jouer pour permettre une transformation de l’enseignement des sciences

Teatr naukowy czyli publiczny dyskurs z nauką i popularyzacja wiedzy

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Evolution of scientific conceptions and knowledge among gymnasium pupils

International audienceTwo major models investigate the relationship between conceptions and knowledge: the KVP model of Clement and the structural model of Balacheff. In order to prove the necessity to shift the conceptions as claimed by Giordan’s allosteric model, it is important to study the evolution and the relationship between conceptions and knowledge. This research deals with the following questions: what sort of relationship can be established between conceptions and knowledge? What factor can make these two parameters evolve? This study was carried out on 45 pupils (two classrooms). It intended to collect conceptions and knowledge before and after science learning training. Individual and collective evolution path were analyzed. The results show a similar improvement of conceptions and knowledge for most of the pupils after learning training. However, some pupils present an imbalance between the level of their conceptions and knowledge after training. These data could mean that the phase of deconstruction is not yet achieved. However, balance and imbalance between conceptions and knowledge reveal the existence of a relationship. These results give evidence in favour of the transformation of conception as claimed by allosteric model. They also confirm the existence of relationship between conceptions and knowledge as indicated in Clement’s model, but so far no data allows confirming Balacheff’s hypothesis claiming that knowledge can be described as a set of conceptions

Impact of “Relation with learning” on scientific conceptions and knowledge among gymnasium pupils

International audienceAccording Balacheff and Clement models, knowledge (K) and conceptions (C) interact mutually. Clement seems to define conceptions as a set of items fueled by values, practices and knowledge while Balacheff defines knowledge as a set of situated conceptions. Moreover, Chevallard and Charlot make the hypotesis that learning requires a factor commonly underestimated: the “relation with learning”.This study surveys the impact of the relation with learning on the evolution of scientific conceptions and knowledge among learners. It intends to test the Charlot and Chevallard hypothesis as well as the Balacheff and Clement models in order to identify a possible interaction between knowledge and conceptions.We surveyed a population of gymnasium pupils (n = 47) about blood circulation. One questionnaire enabled to determine a set of relation with learning profiles. Besides, two questionnaires were distributed one month before the learning sequence (phase 1), then two months after the learning sequence (phase 2) : one questionnaire for identifying the conceptions, the other one for measuring the knowledge level. Our results show clearly that the two factors are correlated: utilitarian profile (U) and pleasure profile (P) both improve in the short run the evolution of the scientific conceptions and knowledge. The knowledge evolution and the conceptions evolution are rather similar during the sequence we have surveyed. These data do not disconfirm the interactionnal hypothesis between C and K inside the set circumscribed by Balacheff and Clement. On the other hand our data do not allow so far to assure whether conceptions constitute a set of knowledge or not. These data are relevant to shed light on the learning process and emphasize the neccessity to integrate the “relation with learning” into Giordan’s allosteric model claiming to transform the initial conceptions of the learners

Influence of “relation with learning” on a situation of communication teaching-learning for different Scholar pupils

International audienceCommunication can be understood as the set of relations between two people interacting. Between learners and teachers, the relationship is induced by a situation of communication teaching-learning. In this constructivism theory, Chevallard and Charlot [1,2] make the hypotesis that learning requires a factor commonly underestimated: the “relation with learning”. This study surveys the impact of the “relation with learning” of pupils under a situation of communication teaching-learning. The evolution of conceptions among learners had been studied in parallel of pedagogical method proposed by teacher.The necessity to change the conceptions in scientific learning is claimed by Giordan’s allosteric model and KVP model of Clement [3,4]. We surveyed and compared qualitatively a population of primary school pupils (n = 24), high school pupils (n= 25), and university students (n= 20) about a usual topic (blood circulation). One questionnaire enabled to determine a set of relations with learning profiles. Besides, another questionnaire for identifying the conceptions was distributed one month before the learning sequence (phase 1), and again one month after the learning sequence (phase 2) and once again six months after the learning sequence (phase 3). In parallel, the pedagogical method for each teaching sequence were defined using Bell criteria [5].Our first results show that two factors are correlated, like shown in our quantitative last research on gymnasium pupils [6]: utilitarian profile (U) and pleasure profile (P) both improve in the short run the evolution of the scientific conceptions in phase 2. Moreover, these data show same results for phase 3 for primary school pupils, university students and partly for high school pupils. Nevertheless, few conceptions decline between phase 2 and phase 3, specially for high school and primary school pupils. Analysis of different pedagogical methods used in this study shows that inquiry methods proposed for primary school and high school pupils and transmissive/explicit method proposed for university students are not correlated with a better elaboration of conceptions. Moreover, university students have more elaborated their conceptions in phase 3 than other scholar pupils.We can propose that independantly of pedagogical methods, “resonance” of learner with learning defined in partly by his “relation with learning” would be an important factor to create good conditions of communication under a situation teaching-learning