This article deals with the importance of the use of stories in scientific knowledge building with elementary school pupils aged 5 to 8. An album by Léo Lionni was chosen for its uncommon narrative form associating fiction and biological phenomena. A didactic study of both the album as well as the oral comments generated by its reading was carried out using tools taken from the semantic theory of “ possible worlds” by Hintikka. This study tested the pertinence associated with the way pupils tackle scientific and epistemological question-building and shows that they not only view what is possible and create new ways of looking at reality but that they also raise underlying questions in the album not directly linked to the scientific content. Similarly they learn to grasp the limits of their knowledge and question the basis of scientific knowledge.
RDST
Recherches en didactique des sciences et des technologies
| 2014Jean-Pierre Astolfi : échos dans les recherches d'aujourd'hui Album de fiction, obstacles sur la métamorphose et propositions didactiques
ABSTRACT • Picture books, metamorphosis obstacles and teaching proposalsThis article seeks to combine a problematization of knowledge approach with the obstacles-based didactic approach proposed by the "experimental sciences" team of the INRP directed by Jean-Pierre Astoli. Here we will be considering the concept of metamorphosis which is confronted by a large number of obstacles, including anthropomorphism, categorization, or the primacy of perception over conceptualization. The teaching sequence we present here was tested on children in the early years of
Éric TRIQUET & Catherine BRUGUIÈRE 52RDST | N° 9-2014 primary school (7-8 year old). It was constructed around the reading and interpretation of the children's iction book, La Promesse by Jeanne Willis and Tony Ross. Our analysis aims to show how this book allows us to attack the obstacles associated with metamorphosis via a relection centered on the problematic dimension of the plot. The dynamic principles of the didactic device put in place for this experiment are brought to the fore and discussed with reference to the framework proposed by Jean-Pierre Astoli. This allows us to review our own work on the role of the narrative in science learning and insist on the pertinence of this approach.
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