Teaching science and technology in secondary school... what

Teaching science and technology in secondary school... what challenges? Which impact? Beyond La main à la pâte. An interdisciplinary project. 2 ...
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Teaching science and technology in secondary school... what challenges? Dans le sillage de La main à la pâte au collège... Alice Pedregosa http://science-techno-college.net

Teaching science and technology in secondary school... what challenges? 2

Beyond La main à la pâte An interdisciplinary project Which impact?

Teaching science and technology in secondary school... what challenges? 3

Beyond “La main à la pâte” Un interdisciplinary project Which impact?

Beyond “La main à la pâte” 4

 Secondary school = introduction of separate disciplines

Beyond “La main à la pâte” 5

 Secondary school = introduction of separate disciplines



Beyond “La main à la pâte” In middle schools in France: Teachers are trained to teach their subject only They should be aware of IBSE School organization is fragmented leaving a short time weekly for each science subject (1.5 hour) Pupils are older requiring a progression in the level of abstraction Their is a tension between a science for all or a preparation for university

6

30 30 élè students ves

B G

T E C H N O

P C

Beyond “La main à la pâte” 7

In junior high schools in France: PC

B G

TECHO

Beyond “La main à la pâte” 8

In junior high schools in France: Integrated science and technology teaching where complementarity and specificity of each subject is highlighted Attenuate the transition between a unique teacher in primary school and a dozen of teachers in secondary school A context where student can think, experiment, debate and acquire knowledge of complex phenomena

PC

B G

ST TECHO

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Investigation in secondary school in France from 2004 2004 Reports published by the Academy of sciences and Academy of technologies proposing an intergrated science and technology teaching 2005 Introduction of IBSE in the scientific curricula as a continuity to primary education, even if their is a complet discontinuity in the content of the subject syllabus July 2006 Publication of the common base of knowledge and competences Septembre 2006 Launch of the new experimental program in 19 secondary schools in grade 6 by the French Academy of sciences and the French Academy of technologies with the French Ministry of Education. 2006-2010 Extension of the program in 45 scools in the first two years of secondary school (grade 6 and 7) 2010 Proposition of dissemination as an alternative to subject centered teaching.

Teaching science and technology in secondary school... what challenges? 10

Beyond “La main à la pâte” An interdisciplinary project Which impact?

In practice 11

 Who ?  School level: A team of minimum 3 teachers representing each subject (biology-geology, physics-chemistry, technology) PLUS the headmaster  Regional level: Regional inspectors from each subject  National level: Academy of sciences, Academy of technologies and Ministry of education

In practice 12

 Who ?  School level: A team of minimum 3 teachers representing each subject (biology-geology, physics-chemistry, technology) PLUS the headmaster  Regional level: Regional inspectors from each subject  National level: Academy of sciences, Academy of technologies and Ministry of education  How?  School level: 1 hour of team work is planed in the teachers weekly timetable  Regional level: Regular advising visits of the teams and local coordination  National level: Regular support visits of the teams and permanent coordination + extra hours paid to teachers to cover the overtime due to the project implementation

In practice 13









3 groups from 2 classes (less than 20 students per group) One teacher (either from biology-geology, technology or physics-chemistry) is in charge of one group Each school organises the time according to the school context, but the pupils have 3,5 to 4,5 hours of “science and technology” weekly. A strong support of the headmasters is essential

In practice 14

24 students