Enseignement intégré de science et technologie, quels enjeux ?

 
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2012 (EN)
Enseignement intégré de science et technologie, quels enjeux ? (EN)

GIVRY, DAMIEN; Aix-Marseille Université, France
BOILEVIN, JEAN-MARIE; Université de Bretagne Occidentale, France
MARTIN, PERRINE; Université de Provence, France
BRANDT-POMARES, PASCALE; Aix-Marseille Université, France
DELSERIEYS-PEDREGOSA, ALICE; Aix-Marseille Université, France

Many countries are engaged in renovating science and technology teaching in secondary schools. In order to give more coherence to the content taught, the place and definition of the school subjects involved tend to be reexamined. In France, an integrated science and technology teaching program is being tested since 2006. A first analysis of the program and the way participating teachers view it has been done from the definition of several strategies to bring disciplines together. Four dimensions of school disciplinary integration have been identified to structure our reflexion. The analysis of posters produced by the teachers reveals an incomplete vision of integration and a dominant place given to notional knowledge. (EN)

Science, technology, curriculum, interdisciplinarity, integrated teaching (EN)

Πανεπιστήμιο Πατρών (EL)
University of Patras (EN)

English

2012-03-27


Array (EN)

Review of Science, Mathematics and ICT Education; Τόμ. 4, Αρ. 2 (2010); 9-28 (EL)
Review of Science, Mathematics and ICT Education; Τόμ. 4, Αρ. 2 (2010); 9-28 (EN)

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