Résumés
Abstract
The goal of science education is usually meant to develop students’ basic knowledge, skills, and scientific attitudes as stated in many countries’ curriculum documents, with little consideration of what backgrounds students bring into the classroom. A cultural approach to education has challenged this universal goal of science education. This paper provides a cultural analysis of conceptual change and recommends an argument approach to teaching for conceptual advancement. It argues that the outcome of classroom discourse cannot be oriented to be a replacement of students’ intuitive conceptions with scientific notions, rather coexistence between scientific understanding and culture/experience-based views is considered to be a more reasonable and realistic goal.
Résumé
Le but de l’enseignement des sciences, tel que défini dans les programmes d’enseignement de plusieurs pays, est habituellement de développer les connaissances de base, compétences et attitudes scientifiques des élèves et ce, sans égard pour leur savoir préalable. Une approche culturelle à l’enseignement a bouleversé ce but universel de l’enseignement des sciences. Cet article analyse sur une base culturelle le changement conceptuel et recommande une approche argumentaire comme méthode éducative favorisant l’évolution conceptuelle. L’auteur y avance que les résultats des débats faits en classe ne peuvent être orientés pour reprogrammer les conceptions intuitives des élèves par des notions scientifiques. En fait, Zhou soutient qu’un but sensé et réaliste est une cohabitation de la compréhension scientifique et des points de vue personnels et culturels sur la science.
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Parties annexes
Biographical note
GEORGE ZHOU is an Associate Professor at the Faculty of Education, University of Windsor. He received his PhD in science education from the University of Alberta and currently teaches undergraduate and graduate courses in science education and research methods. His research areas cover conceptual change, argument, and the use of technology in science teaching. In addition, he conducts research in technology integration with teacher education, and comparative and international education. He can be reached at gzhou@uwindsor.ca.
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Parties annexes
Note biographique
George Zhou est professeur agrégé à la Faculté de l’éducation de l’Université de Windsor. Il a obtenu son doctorat en enseignement des sciences à l’Université de l’Alberta et enseigne présentement des cours portant sur l’enseignement des sciences et les méthodes de recherche aux étudiants de premier et deuxième cycle. Ses domaines de recherche comprennent les changements conceptuels, les débats et l’utilisation de la technologie dans l’enseignement des sciences. Par ailleurs, il dirige des recherches sur l’intégration de la technologie à la formation des enseignants ainsi que sur l’éducation comparée et internationale. Il est possible de communiquer avec lui à gzhou@uwindsor.ca.