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Les « Éducations à » et les sciences de la nature : entre dédisciplinarisation et redisciplinarisation

Denise Orange-Ravachol 1 
1 Théodile-CIREL
CIREL - Centre Interuniversitaire de Recherche en Education de Lille - ULR 4354 : EA1764
Abstract : In France, “educations for” has recently gained ground inside curricula, leading us to rethink the aims and operation of disciplinary lessons. We choose to focus on science disciplines (biology, geology and physics), by considering their approaches as a continuous construction of reasoned explanations (problematisation). We take as example the waste management problem in two case studies in primary education. This study shows how anthropisation and vagueness of "Educations for" problems lead to empty “school disciplines” and students thinking being restricted to common sense logic and behaviours, from the earliest levels of education and from an early age. More than a school redisciplinarisation, it appears more profitable to consider new school disciplinarisations.
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Submitted on : Monday, October 26, 2015 - 11:09:33 AM
Last modification on : Wednesday, March 23, 2022 - 3:50:50 PM


  • HAL Id : hal-01220363, version 1



Denise Orange-Ravachol. Les « Éducations à » et les sciences de la nature : entre dédisciplinarisation et redisciplinarisation. Education et socialisation - Les cahiers du CERFEE, Presses Universitaires de la Méditerranée, 2014. ⟨hal-01220363⟩



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