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Rapports aux savoirs des sciences de la vie et de la Terre et pratiques d'enseignement et d'apprentissage : cas d'élèves de seconde générale

Abstract : This thesis examines why some students in grade 10 are engaged in studying biology and geology and others are not. First, from “bilans de savoirs” and interwievs, five kinds of students’ relationships to biology and geology knowledge are defined using Charlot’s approach. Each kind of students’relationship to knowledge is associated to a particular level of commitment to study biology and geology. Then, the links between teaching and learning practices and relationship to biology and geology knowledge are examined in the case of blood supply to organs using the Joint Action Didactic Theory. The study is based on classroom videos, interviews and work paper. Our findings show that relationships to knowledge partially determine the didactic joint action and that teaching practices have an influence on the non-evolution of relationships to knowledge.
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Pascale Cappiello. Rapports aux savoirs des sciences de la vie et de la Terre et pratiques d'enseignement et d'apprentissage : cas d'élèves de seconde générale. Education. Université Toulouse le Mirail - Toulouse II, 2017. Français. ⟨NNT : 2017TOU20090⟩. ⟨tel-02436447⟩

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