Classroom Events and Curricular Intentions: A Case Study in Science Education
Mots-clés :
science education, teaching strategies, curriculum development, instructional analysisRésumé
L’enseignement de toute matière académique vise inévitablement un mélange d’objectifs: ceux qui se rattachent à la matière enseignée et ceux que les auteurs définissent comme “objectifs de la méta-leçon”. En explicitant ces derniers et en incorporant délibérément différents objectifs de méta-leçon à l’enseignement d’un même contenu académique, les auteurs ont élaboré différentes “versions” des mêmes unités d’enseignement du Intermediate Science Curriculum Project de l’OISE. Cet article présente des transcriptions de classes de sciences qui illustrent des différences de substance au niveau des stratégies d’enseignement utilisées par deux professeurs pour des versions différentes d’une même unité. Les auteurs démontrent que les grilles d’interprétation utilisées lors de l’observation d’une activité d’enseignement doivent inclure des catégories qui visent non seulement la forme mais également la substance, ceci en vue de tenir compte des intentions académiques particulières et de leurs implications dans l’analyse et l’évaluation de l’enseignement.
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Références
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Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International.
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