Apprendre à lire, à écrire et à parler de sciences : un modèle pour guider la croissance d’une communauté d’apprentissage didactique

Abstract

37Éducation francophone en milieu minoritaire AbstractLearning community, more specifically "didactic" learning community directed toward professional development of teachers in science teaching, needs specific attention from the research community. In this endeavor, and from the perspective of a critical analysis of the literature in this area, the concept of multiple literacy and, more specific to science teaching and learning, the model of "Guided inquiry supporting multiple literacies" (GIsML) could provide teachers with many insights in their efforts to adjust their practices in science teaching (Palincsar Magnusson, Marano, Ford, and Brown, 1998) in a didactic learning community. Working collectively to help students to better read, write and speak science could help teachers to better understand science teaching (Lemke, 1990). This article also discusses the double challenge faced by Ontario teachers working in elementary schools in French minority settings, and who want to adjust their teaching practices in science and technology.Apprendre à lire, à écrire et à parler de sciences

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