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Éducation à la santé et pensée complexe : une approche globale pour la formation des enseignants

Abstract : A questionnaire-based survey was conducted on primary school teachers’ representations concerning health education. Our theoretical framework rests on Edgar Morin’s theory of complexity and its two paradigms of simplifying thought and complex thought. 115 teachers (39 were qualified teachers and 76 were trainee teachers) were surveyed. The analysis of answers to the questionnaire shows that it is a valid scale to study the representations of health education according to these two paradigms. Three representations are clearly negatively correlated to health education practice. These representations arise from the biomedical health education model that belongs to the paradigm of simplifying thought. One representation is positively correlated to the effective practice of health education and is presented in the biopsychosocial model of health that we described in the paradigm of complex thought. The representation correlated to effective practice, which could influence teachers to teach health education, is part of the paradigm of complex thought. On the other hand, the representation of teachers who do not teach health education belongs to the paradigm of simplifying thought and could prove an obstacle to this particular teaching. Introducing the epistemology of complex thought in teacher training to health education would be useful to help them find their place among public health stakeholders and put
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Submitted on : Thursday, November 3, 2016 - 5:11:29 PM
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France Arboix Calas, Christian Reynaud, Claude Caussidier. Éducation à la santé et pensée complexe : une approche globale pour la formation des enseignants. RDST - Recherches en didactique des sciences et des technologies , 2012, 5, pp.106-130. ⟨10.4000/rdst.575⟩. ⟨hal-01391744⟩



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