Dynamiques des processus d’enseignement-apprentissage : position du problème et déploiement de contextes

Abstract

This research show the importance of the interaction between paradigm register of students and their work of enunciatively position for interpret the elements of a problem-situation. The study presented concerns the construction of natural selection concept in the class of Life and Earth Sciences for students 14-15 years old. The epistemological cognitive and language analyzes give us an understanding of the interpretations students of the problem-situation. The interpretative contexts lead the students to pose some heterogeneous scientific problems, sometimes distant from the problem referred the teacher. Our analyzes provide a better understanding of some of the reasons why sometimes the students’ interpretations of the schoolar situation and its expectations diverge and do not quite match that of the teacher.

Keywords

• sciences (teaching/education/relationship)
• problem and problematization
• childhood and youth
• language and interaction
• social relations and social bonding
• relationship to knowledge and culture