Résumés
Abstract
Science educators at all levels continuously struggle to keep pace with the rapidly developing understanding of the causes and potential solutions to current environmental issues while also trying to enthuse a new generation of passionate and knowledgeable scientists. However, how can future science teachers make science education more attractive ad meaningful to their students? The present paper describes (in a narrative style) an instructional practice that has been performed within a secondary science methods course in a teacher preparation program in Canada. More specifically, it draws on ideas presented in Agenda 21 and the United Nation’s Millennium Development Goals to study the (often neglected) socio-environmental aspects of pollination. Ultimately, the proposed activity aims at promoting the ability of pre-service high school biology teachers to adopt a global education perspective on the science curriculum by (a) recognizing the unintended negative ecological impact caused by humanity’s pursuit of sustainable development and sustainability and (b) reexamining traditional conceptions of scientific and ecological literacies.
Résumé
Quel que soit le niveau auquel ils enseignent, les enseignants en sciences peinent à soutenir le rythme. Ils naviguent entre le développement rapide de connaissances liées aux causes et solutions potentielles des problématiques environnementales actuelles, tout en essayant d’inspirer l’enthousiasme auprès d’une nouvelle génération de scientifiques passionnés et informés. Or, comment les futurs enseignants en sciences peuvent-ils rendre la formation en sciences plus intéressante et pertinente pour leurs élèves? Dans un style narratif, cet article décrit les pratiques éducationnelles utilisées au sein d’un cours de méthodologie d’enseignement des sciences au secondaire, dans le cadre d’un programme de formation initiale en enseignement au Canada. De manière plus spécifique, celui-ci s’inspire des idées présentées dans le cadre d’Agenda 21 (ou Action 21) et des Objectifs du Millénaire pour le développement de l’Organisation des Nations Unies pour examiner les dimensions socio environnementales (un aspect souvent négligé) de la pollinisation. En fait, l’activité proposée vise à développer chez les enseignants en biologie au secondaire l’adoption d’une perspective éducationnelle et globale du programme en (a) leur faisant prendre conscience des conséquences environnementales négatives de la quête des humains en termes de développement durable et de protection de l’environnement et en (b) questionnant les conceptions traditionnelles à la base de l’éducation scientifique et environnementale.
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Parties annexes
Acknowledgements
The author would like to recognize the invaluable contribution of Mrs. Ann Collins in the design and delivery of the instructional practice described here.
Biographical note
GIULIANO REIS is the executive director of the research unit Ecoscience 21 and has a wide experience in science teacher education. His main research interest is the study of discourse in/for the teaching and learning of science and environmental education in various learning contexts.
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Parties annexes
Note biographique
GIULIANO REIS est le directeur exécutif de l’unité de recherche ÉCOSCIENCE 21 et dispose d’une large expérience dans la formation des enseignants de sciences. Son intérêt principal de recherche est sur l’étude de le discours dans les divers contextes d’enseignement et apprentissage des sciences et éducation environnementale.