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Caractérisation d’éléments d’épistémologie pratique professorale des enseignants de biologie et de géologie en Tunisie

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Caractérisation d’éléments d’épistémologie pratique professorale des enseignants de biologie et de géologie en Tunisie (EN)
SANTINI, JÉRÔME
BEN KILANI, CHIRAZ
GHAZOUANI, BOUBAKER
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
2023-10-11
Our research is situated in geoscience education, a discipline recognized as complex in its learning for both students and teachers. We have chosen to place our work within the framework of the Joint Action Theory in Didactics (JATD) in order to study the practical epistemology of teachers in secondary schools in Tunisia. We administered a questionnaire to 39 experienced teachers. The main results of this study reveal that this practical epistemology includes two types of elements: 1) generic elements in science teaching, and 2) elements specific to geology teaching. In addition, the understanding of the status of the model in Earth sciences seems to be an obstacle to the teaching of Earth sciences and we believe that the modelling of phenomena seems to be problematic in the teaching-learning process. (EN)
Learning, difficulty, practical epistemology, geology, obstacle (EN)
Mediterranean Journal of Education
English
Array (EN)
2732-6489
Mediterranean Journal of Education; Vol. 3, N. 2 (2023) - Colloque SIEST Méditerranée 8, Tunisia; 199-212 (EL)
Mediterranean Journal of Education; Vol. 3, N. 2 (2023) - Colloque SIEST Méditerranée 8, Tunisia; 199-212 (EN)
Copyright (c) 2023 Mediterranean Journal of Education (EL)
University of Patras
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