Quelques logiques de construction d'une séquence d'apprentissage en sciences. L'exemple de la géologie à l'école élémentaire

Abstract

Differents logics of construction of a scientific teaching sequence , Jean-Pierre Astolfi The constructivist model of teaching is often conceived as a single and overvalued type. Thus the model aims to break free from the transmissive tradition, and from the non-directive influence. It would be useful for the teacher to have alternatives and multiple didactic variantes at his/her disposal, for different purposes, but of equal value. We propose to distinguish between four different logics for a scientific teaching sequence, which could in practice be combined according to need. This could help to avoid monotonous didactic situations. In the article, examples taken from recent research into geology teaching in the primary school are developed and discussed.