Le décloisonnement des disciplines scientifiques et technologiques au collège : quels effets sur les élèves ?

VALÉRIE BARANES, JÉRÉMY CASTERA, MARJOLAINE CHATONEY, FATMA SAID

Abstract


This research focuses on the necessary and contemporary mutation of science and technology education. More precisely, the recent decompartmentalization of the academic disciplines at school offers an appropriate observatory. Some studies have investigated the question of academic disciplines’ decompartmentalization and their integration in terms of content and concepts to be built. However, we don’t know much about the scientific and human feasibility, including those relating to access to knowledge by students but also those relating to the possibility (capacity) of the teachers to think science and technology outside their academic discipline view. Recently, an integrated science and technology education has been set up experimentally with voluntary school teachers. What do students think about this new teaching approach? Does it match with their expectations?  What are their relationships with science and technology? To answer these questions a questionnaire has been submitted (girls and boys) to middle and high school students who received these experimental courses in science and technology.


Keywords


Integrated teaching, decompartmentalization of academic disciplines, science and technology

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Educational Journal of the University of Patras UNESCO Chair, ISSN: 2241-9152

Department of Educational Sciences and Early Childhood Education University of Patras.

Pasithee: Open Access Electronic Publications, Library & Information CenterUniversity of Patras