La recherche-développement : une voie vers une "structure didactique" de la physique empiriquement fondée

Dans le domaine de l'éducation scientifique, un travail considérable de développement de programmes à grande échelle a été effectué au cours de ces dernières décennies, les perspectives allant d'une approche en termes de "structure de la discipline" à une approche "science, technique et société". Dans le même temps, la recherche sur les idées des élèves a attiré l'attention sur des problèmes, jusque-là sous-estimés, d'apprentissage et d'enseignement, susceptibles d'expliquer en grande partie le succès limité des efforts curriculaires dès que ceux-ci concernent des apprentissages cognitifs. Les solutions envisagées sont principalement issues de perspectives cognitives constructivistes ; elles sont formulées en termes de stratégies générales d'enseignement visant un "changement conceptuel" plus ou moins contraint. De notre point de vue, une "recherche-développement" couplant de façon cyclique développements curriculaires à petite échelle et recherche approfondie en situation de classe sur les processus d'enseignement-apprentissage est nécessaire. De telles recherches devraient produire des exemples de manières d'enseigner fructueuses, en relation avec de nouvelles structures conceptuelles des programmes. L'élaboration de telles "structures didactiques" constitue un programme de recherche à long terme, et demande des échanges et une coopération internationaux

What is health promotion ethics?

editorialWhat does it mean to think about the ethics of health promotion? When most of us think ‘ethics’ we think of the Human Research Ethics Committee applications required for research projects. But I’m thinking of something quite different here: the ethics of health promotion practice. Health promotion ethics is an attempt to answer questions such as: Can we provide a moral justification for what we are doing in health promotion? or What is the right thing to do in health promotion, and how can we tell? As other authors have argued, sometimes these questions are ignored in health promotion in favour of scientific and technical questions about effectiveness. But there is increasing recognition that health promotion is a moral project, that health promotion can be practised in ways that are more or less ethical, and thus that considering ethics in health promotion is just as important as – and related to – considering the evidence about whether or not health promotion works. 1-5 The number of publications about health promotion ethics has been slowly increasing since the 1980s, including in this journal, where authors have particularly argued the importance of being explicit about values in health promotion. If something has value, it has worth or importance. 6 Authors in the HPJA have suggested that health promotion practitioners value: health and wellbeing as opposed to the mere absence of disease, justice, environmental sustainability, empowerment, respect for culture, and truth telling. 3, 7, 8 But concern has been expressed that although these things are valued in health promotion, this may not always influence the way that health promotion is implemented and evaluated.NHMR

Evaluation of Three Primary Teachers’ Approaches to Teaching Scientific Concepts in Persuasive Ways

The research set out in this paper seeks to develop pedagogical knowledge regarding how persuasive teaching approaches can be developed in primary science classrooms. To achieve this, the paper examines three case studies in which the teachers have been charged to develop and implement teaching strategies designed to persuade their children of the usefulness and validity of target scientific concepts. The analysis probes the teachers’ choice of contexts and patterns of discourse using criteria drawn from the sociocultural literature. Outcomes of the study exemplify how the teachers’ choices of learning contexts fail to emphasise the functionality of the target concepts and as a consequence scant rewards are provided for the children to participate actively in conceptually rich discourse. The final part of the paper explores how the development of what the author calls theme-specific plots, could be used to help teachers to stage teaching and learning performances which emphasise the functionality of specific explanatory models