What is it about?
Faced with the phenomenon of disaffection for scientific studies, numerous reports published at the international level generally propose to renew teaching methods. But how to teach physics in compulsory school? Would the teaching methods based on the physics problem (investigation, problem situation, problem solving, etc.), which are very present in current curricula, be the solution? This article proposes to study the case of inquiry-based science teaching.
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Why is it important?
We present our own vision for the case of physics teaching in secondary schools, focusing on inquiry-based science teaching .We discuss the distribution of possible roles between the teacher and his students in this type of classroom activity to allow learning
Perspectives
The aim of this article is to emphasize the importance of teacher intervention, and therefore not to confuse "pure discovery" activities with investigative ones. It seems to us that the avenues outlined open up interesting perspectives, with the emphasis on interactions in the physics classroom. Indeed, inquiry-based physics teaching methods profoundly modify the didactic relationship, and it's hardly surprising that teachers encounter difficulties in constructing and implementing new didactic contracts. This type of pedagogical approach constitutes a new class of situations to be managed by teachers, whether beginners or experienced, and therefore requires appropriate training.
Pr. Jean-Marie Boilevin
Universite de Bretagne Occidentale
Read the Original
This page is a summary of: Inquiry-based science education: Between teacher guidance and student autonomy in learning physics, January 2023, American Institute of Physics,
DOI: 10.1063/5.0123773.
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