Learning Science through the Conception of Comics: the SARABANDES Research

C. de Hosson (1) , Laurence Bordenave (1) , Nicolas Decamp (1) , Christophe Hache (1, 2)

1 LDAR (EA_4434) - Laboratoire de Didactique André Revuz
2 IREM de Paris

Recent innovations in science education - in and out of school - have focused on inquiry - based science teaching (IBST), which, done well, has been shown to support students' interest in science as well as the development of critical thinking skills. Funded by the European Union under the 7th Framework Programme Science and Society INQUIRE: Inquiry - based teacher training for a sustainable future was a collaborative 3 - year project aiming for implementing IBST while connecting the formal and informal education systems and science education research communities. The INQUIRE professional development design combines Vygotsky's constructivist approach of 'socio - cultural learning' and Lave and Wenger's ideas of 'situated learning in communities of practice and gives a practice based example that this approach has a great potential to support organisational as well as individual development. INQUIRE provides a practice based example that this approach has a great potential to support organisational as well as individual learning. Thus we suggest that evaluating project outcomes based on evidence related to community learning is an alternative and even more meaningful way for European projects to provide evidence for their success in the long run.

Domaines: Histoire et perspectives sur les mathématiques [math.HO]; Education; Art et histoire de l'art

C. de Hosson, Laurence Bordenave, Nicolas Decamp, Christophe Hache. Learning Science through the Conception of Comics: the SARABANDES Research. Learning Science through the Conception of Comics: the SARABANDES Research Project, Mar 2014, Florence, France. pp.1. ⟨hal-01006216⟩