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P2S regard de l'Inrp

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  • DOWNLOAD THAT BOOKS INTO AVAILABLE FORMAT (2019 Update) ......................................................................................................................... ......................................................................................................................... Download Full PDF EBOOK here { http://bit.ly/2m6jJ5M } ......................................................................................................................... Download Full EPUB Ebook here { http://bit.ly/2m6jJ5M } ......................................................................................................................... Download Full doc Ebook here { http://bit.ly/2m6jJ5M } ......................................................................................................................... Download PDF EBOOK here { http://bit.ly/2m6jJ5M } ......................................................................................................................... Download EPUB Ebook here { http://bit.ly/2m6jJ5M } ......................................................................................................................... Download doc Ebook here { http://bit.ly/2m6jJ5M } ......................................................................................................................... ......................................................................................................................... ................................................................................................................................... eBook is an electronic version of a traditional print book that can be read by using a personal computer or by using an eBook reader. (An eBook reader can be a software application for use on a computer such as Microsoft's free Reader application, or a book-sized computer that is used solely as a reading device such as Nuvomedia's Rocket eBook.) Users can purchase an eBook on diskette or CD, but the most popular method of getting an eBook is to purchase a downloadable file of the eBook (or other reading material) from a Web site (such as Barnes and Noble) to be read from the user's computer or reading device. Generally, an eBook can be downloaded in five minutes or less ......................................................................................................................... .............. Browse by Genre Available eBooks .............................................................................................................................. Art, Biography, Business, Chick Lit, Children's, Christian, Classics, Comics, Contemporary, Cookbooks, Manga, Memoir, Music, Mystery, Non Fiction, Paranormal, Philosophy, Poetry, Psychology, Religion, Romance, Science, Science Fiction, Self Help, Suspense, Spirituality, Sports, Thriller, Travel, Young Adult, Crime, Ebooks, Fantasy, Fiction, Graphic Novels, Historical Fiction, History, Horror, Humor And Comedy, ......................................................................................................................... ......................................................................................................................... .....BEST SELLER FOR EBOOK RECOMMEND............................................................. ......................................................................................................................... Blowout: Corrupted Democracy, Rogue State Russia, and the Richest, Most Destructive Industry on Earth,-- The Ride of a Lifetime: Lessons Learned from 15 Years as CEO of the Walt Disney Company,-- Call Sign Chaos: Learning to Lead,-- StrengthsFinder 2.0,-- Stillness Is the Key,-- She Said: Breaking the Sexual Harassment Story That Helped Ignite a Movement,-- Atomic Habits: An Easy & Proven Way to Build Good Habits & Break Bad Ones,-- Everything Is Figureoutable,-- What It Takes: Lessons in the Pursuit of Excellence,-- Rich Dad Poor Dad: What the Rich Teach Their Kids About Money That the Poor and Middle Class Do Not!,-- The Total Money Makeover: Classic Edition: A Proven Plan for Financial Fitness,-- Shut Up and Listen!: Hard Business Truths that Will Help You Succeed, ......................................................................................................................... .........................................................................................................................
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P2S regard de l'Inrp

  1. 1. Pratique scientifique en classe de seconde : Écueils et enjeux [email_address] [email_address]
  2. 2. L’Institut National de Recherche Pédagogique <ul><li>Des recherches contextualisées </li></ul><ul><li>La production de ressources </li></ul><ul><li>La formation de formateurs </li></ul>
  3. 3. Contexte <ul><li>PISA 2006 </li></ul><ul><li>La désaffection des étudiants pour les études scientifiques </li></ul>
  4. 4. Contexte <ul><li>&quot; I think scientific education might do more to ease what is a very big transition: from learning what other people once discovered to making your own discoveries.&quot; </li></ul><ul><li>  </li></ul><ul><li>Schwartz M. A. (2008) The importance of stupidity in scientific research. Journal of Cell Science 121, 1771 </li></ul>
  5. 5. Modélisation et démarche d’investigation <ul><li>1.Quels sont les éléments à prendre en compte pour concevoir des situations dans lesquelles les élèves s’engagent dans un travail d’investigation de manière autonome ? </li></ul>
  6. 6. Qu’est-ce que la science ? Réel <ul><li>Le modèle : un intermédiaire entre théorie et réel </li></ul><ul><li>La modélisation : une activité de mise en relation de la théorie et du réel </li></ul>(Bunge, 1975) Théorie modélisation modélisation <ul><li>Modèle </li></ul>
  7. 7. Les modèles, des outils d’investigation dans la classe <ul><li>Pour le travail sur les données </li></ul><ul><ul><li>Recueil des données </li></ul></ul><ul><ul><li>Donner du sens aux observations effectuées </li></ul></ul>(Orange 1997, Halloun 2006) <ul><li>Pour la conception du protocole expérimental ou d’observation </li></ul><ul><ul><li>Identification des implications du modèle </li></ul></ul>Réel Modèle <ul><li>Modèle </li></ul>
  8. 8. P2S-LVS : démarche d’investigation <ul><li>Un thème : cycle du carbone et réchauffement climatique </li></ul><ul><li>Démarche d’investigation </li></ul><ul><li>Un travail de modélisation/simulation … </li></ul>
  9. 9. D’où vient-on ? Un pré-modèle du cycle du carbone Simuler pour éprouver le modèle calculée mesurée Identifier la nécessité d’un ou plusieurs flux sortants
  10. 10. Où va-t-on ? Paramétrer le flux sortant Faire évoluer le modèle Ajouter un flux sortant calculée mesurée
  11. 11. Des résultats… <ul><li>L’importance de donner aux élèves la possibilité de participer à la construction des modèles qu’ils utilisent </li></ul><ul><li>Les modèles élaborés : des outils « pour penser » qui permettent l’autonomie </li></ul><ul><li>Les technologies qui permettent aux élèves de construire/manipuler des modèles </li></ul>Données Modèle
  12. 12. Concertation et co-disciplinarité <ul><li>2. Comment articuler le travail des différents enseignants impliqués ? </li></ul><ul><ul><li>Articuler les concepts </li></ul></ul><ul><ul><li>Articuler les séances </li></ul></ul>
  13. 13. Des résultats… <ul><li>Elaborer une progression commune sur une thématique donnée </li></ul><ul><ul><li>La construction d’une carte conceptuelle permet d’identifier a priori les différentes notions et concepts en jeu pour l’étude d’un thème </li></ul></ul><ul><ul><li>Chaque discipline s’empare de l’étude des objets et des questions qui la concernent. L’articulation des questions constitue une progression </li></ul></ul><ul><ul><li>La co-disciplinarité s’organise comme un travail collaboratif entre les différents enseignants impliqués </li></ul></ul>
  14. 14. Des résultats… <ul><li>Se concerter et échanger des informations au sein de l’équipe pédagogique </li></ul><ul><ul><li>Plate-forme collaborative : </li></ul></ul><ul><ul><ul><li>Des documents de liaison : </li></ul></ul></ul><ul><ul><ul><li>fiche « notions construite », </li></ul></ul></ul><ul><ul><ul><li>fiche « répartition des heures » </li></ul></ul></ul><ul><ul><ul><li>Un agenda en ligne </li></ul></ul></ul><ul><ul><ul><li>Des travaux d’élèves </li></ul></ul></ul><ul><ul><li>Réunions de concertation </li></ul></ul><ul><ul><ul><li>Des demi-journées </li></ul></ul></ul><ul><ul><ul><li>Des réunions informelles </li></ul></ul></ul><ul><ul><ul><li>La messagerie électronique </li></ul></ul></ul>
  15. 15. La motivation des élèves <ul><li>3. Comment conserver la motivation et l’implication des élèves ? </li></ul>
  16. 16. Des résultats… <ul><li>Maintenir une cohérence dans l’étude d’un thème </li></ul><ul><li>Une cartographie des questions étudiées, </li></ul><ul><li>Un bilan systématique des notions étudiées, </li></ul><ul><li>Des travaux de synthèse qui ponctuent la résolution d’un problème </li></ul><ul><li>Diversifier les activités d’investigation </li></ul><ul><li> Modélisation… mais aussi simulation, expérimentation, observation, documentation… </li></ul>
  17. 17. Des résultats… <ul><li>S’ouvrir vers l’extérieur, échanger, communiquer </li></ul><ul><ul><li>Au sein du groupe, avec les autres élèves de la classe, avec d’autres élèves de P2S, avec des scientifiques, durant les portes ouvertes… </li></ul></ul>
  18. 18. <ul><li>4. Quels enjeux pour l’éducation ? </li></ul>
  19. 19. L’importance de mettre en place des activités de modélisation <ul><li>Aider les élèves à : </li></ul><ul><li>Identifier les fondements du raisonnement scientifique </li></ul><ul><li>Éviter les pièges du dogmatisme et du relativisme </li></ul>
  20. 20. L’importance de l’utilisation des outils numériques <ul><li>Identifier la frontière entre virtuel et réel </li></ul><ul><li>Développer le sens critique </li></ul><ul><li>Développer un usage raisonné des outils numériques </li></ul>Développer la culture numérique et scientifique des adolescents
  21. 21. Collaborer pour apprendre « L’élément central pour toute la psychologie de l’apprentissage est la possibilité de s’élever dans la collaboration avec quelqu’un à un niveau intellectuel supérieur  » (Vygotski, 1934)
  22. 22. Ecole 2.0, un changement de paradigme ?
  23. 23. Des démarches innovantes Des collaborations Des procédures adaptées Un raisonnement analytique Pour résoudre un problème
  24. 24. Des démarches innovantes Des collaborations Des procédures adaptées Un raisonnement analytique École 1.0 Pour résoudre un problème
  25. 25. Des démarches innovantes Des collaborations Des procédures adaptées Un raisonnement analytique École 2.0 Pour résoudre un problème
  26. 26. Perspectives <ul><li>Science Created by You </li></ul><ul><li>Journée nationale d’études sur la mise en place des enseignements scientifiques en seconde </li></ul><ul><li>Des formations INRP (dont PAF ac. Lyon) </li></ul>
  27. 27. Pour en savoir plus… <ul><li>[email_address] </li></ul><ul><li>[email_address] </li></ul><ul><li>eductice.inrp.fr </li></ul>
  28. 28. Identifier les notions et concepts à travailler… Concepts biologiques Nutrition des végétaux : consommation CO2 Nutrition des animaux : consommation matière organique Respiration des êtres-vivants : rejet CO2 Fermentation des micro-organismes : rejet CO2 <ul><li>Concepts écologiques </li></ul><ul><li>Interdépendances </li></ul><ul><ul><li>chaînes et réseaux trophiques </li></ul></ul><ul><li>décomposition-minéralisation </li></ul><ul><li>Relations vivants/non-vivant </li></ul><ul><ul><li>Conditions de la respiration, de la photosynthèse, de la fermentation </li></ul></ul><ul><li>Actions de l’homme </li></ul>Concepts physico-chimique Les états de la matière : solide, liquide, gazeux -les propriétés des gaz Les éléments de la matière  : atome, ion, isotope, molécule La transformation de la matière , réactions chimiques (combustion, dissolution…), la conservation de la matière matière organique-matière minérale PH <ul><li>Concepts géologiques </li></ul><ul><li>- le temps </li></ul><ul><li>les enveloppes et leurs interactions </li></ul><ul><li>les roches , roches carbonatées et carbonées </li></ul><ul><li>la sédimentation </li></ul><ul><li>Erosion  : altération, dissolution </li></ul>Concepts mathématiques Les statistiques moyenne, traitement de données, nuages de points, corrélation, Les fonctions représentations graphiques, suites numériques Les équations résolution, interprétation Modélisation lien modèle-réalité, lien simulation-modélisation D’après « Réseau conceptuel des cycles de la matière en seconde » (Labbé-Espéret, 2002)
  29. 29. Articuler les notions et les questions…
  30. 30. Fiche des notions construites <ul><li>25 octobre  : </li></ul><ul><li>PC  : </li></ul><ul><li>Spectre d’émission et d’absorption   </li></ul><ul><li>Un corps chauffé tel qu’un gaz est capable d’émettre que quelques radiations caractéristiques du corps – un corps tel qu’une solution colorée est capable d’absorber des radiations lumineuses . </li></ul><ul><li>La lumière est une onde   </li></ul><ul><li>Mise au point du protocole et conception de la manipulation permettant de mettre en évidence le caractère ondulatoire de la lumière. Longueurs d’onde. </li></ul><ul><li>Vacances Toussaint </li></ul><ul><li>8 novembre  : </li></ul><ul><li>SVT : l'effet de serre. </li></ul><ul><li>L'énergie solaire emmagasinée sous forme de chaleur par le globe est restituée lentement sous forme d'IR émis par la Terre vers l'espace. Au cours de sa traversée de l'atmosphère, une partie de ce rayonnement IR est de nouveau converti en chaleur par les gaz à effet de serre. </li></ul>
  31. 31. Une cartographie des questions étudiées… Atmosphère CO2 atmosphérique Apports de CO2 liés aux activités humaines Combustion du pétrole, charbon, gaz, bois, Sortie de CO2 vers les végétaux ? Vers les océans ? Comment ? ? De quoi sont constitués ces matériaux ? Combustion = ? Mesure de la teneur de CO2 dans l’atmosphère ? Unité ? Unité ? Evaluer la teneur de l’atmosphère en CO2 au cours du temps Comment modéliser ? Comment paramétrer le modèle ? Relation teneur en CO2 et température de la Terre

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