Thesis

Contribution to the training of primary school teachers through the study of the implementation of a simulation software on the management of the admissibility of hypotheses in science class

Under the direction of Ludovic Morge and Corinne Marlot

Abstract

Managing hypotheses is one of the tricky situations to manage for teachers who implement investigative situations (Marlot & Morge, 2016). Softwares has already been developed to work on the skills to manage student’s proposals in the second degree in the field of physics teaching (Morge, 2008), and technology (Koslowski, 2019). This research operation aims at deploying a training which aims at the acquisition of professional competences related to the formulation of hypotheses by the students and their admissibility, in the field of Life Sciences, in the first degree. The theme invested is that of blood circulation. The theoretical framework used to study the didactic situations is that of inquiry-based learning (Orange, 2017) and that of the theory of joint action (Sensevy, 2011). The methodology consists of collecting in a regular classroom situation the hypotheses that students may make about blood circulation and implementing them in a simulation software. Teachers in training, simulate the management of students' assumptions and analyze these simulations. They then deploy this same session in an ordinary teaching context, which makes it possible, by comparing with a control group, to see if the number and nature of the arguments exchanged in class evolve and if the students' performances increase. These performances concern not only the mastery of disciplinary contents but also the epistemological dimensions relating to the place and nature of hypotheses in the process of knowledge construction.

 

Search operation

Contribution to the training of primary school teachers through the study of the implementation of a simulation software on the management of the admissibility of hypotheses in science class

 
    

Background


Academic background 

  • 2018 : Master's degree in Education (Universidade Federal de São Carlos, Brazil)
  • 2016 : Bachelor's degree in Educational Sciences (Universidade de Franca, Brazil)
  • 2015 : Post-graduate continuing education in Science Education (Universidade de São Paulo, Brazil)
  • 2011 : Post-graduate continuing education in Ethics, Values and School Health (Universidade de São Paulo, Brazil)
  • 2008 : Post-graduate continuing education in Educational Psychology (Universidade de Franca, Brazil)
  • 2003 : Bachelor's degree in Biology (Universidade Federal de São Carlos, Brazil)


Professional background 

  • 2003-2019 : Science Teacher and Laboratory Practices (Colégio Interativo, Brazil)
  • 2011-2016 : Post-graduate tutor (distance learning) (Faculdade Anhanguera Educacional, Brazil)
  • 2007 : Science teacher (Colégio Anglo Araras, Brazil)