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Chapitre 1 Philosophie des sciences ······················································································13
1.
La relation entre l'objet et le champ de l'enseignement de la philosophie et des sciences ··········15
1) Objet et champ de la philosophie ······································································15
2) Juger de la véracité d'une déclaration ············································································19
3) L'influence de la philosophie sur l'enseignement des sciences ·····························21
2.
Philosophie traditionnelle des sciences et méthode scientifique ··········································22
1) Empirisme et méthodes inductives ····································································24
2) Rationalisme et méthode déductive ····································································28
3) Positivisme, opérationnalisme et réductionnisme ········································30
4) Le falsificationnisme et la méthode hypothético-déductive et la méthode abductive··························36
5) Enseignement et apprentissage des sciences selon les méthodes scientifiques ·················42
3.
Philosophie contemporaine des sciences et constructivisme ··············································46
1) Le paradigme de Kuhn et les révolutions scientifiques ··················································46
2) Le programme de recherche de Lakatos et la différenciation des sciences ·············50
3) La tradition de recherche de Loudoun et le développement des sciences ·························································53
4) Le constructivisme social et la sociologie de la connaissance et des sciences ··················56
5) Enseignement et apprentissage des sciences selon le constructivisme ·····················································58
4.
Philosophie des sciences et développement des modèles de connaissances scientifiques 62
1) Le modèle de Luke ······································································62
2) Modèle évolutionnaire ······································································63
3) Modèle catastrophique ······································································64
4) Modèle progressif ······································································65

Chapitre 2 La nature de la science 67
1.
La composition et le développement de la science ·························································69
1) Définition et finalité de la science ·············································································69
2) Développement des sciences ······································································84
3) Classification des sciences et des sciences naturelles ···················································93
2.
Connaissances scientifiques ····················································································96
1) Signification et sources de la connaissance scientifique ··················································96
2) Types de connaissances scientifiques ···········································································101
3) Composantes de la connaissance scientifique ····································································104
4) Enseignement et apprentissage des connaissances scientifiques ···················································112
3.
Démarche scientifique ··················································································119
1) Pensée scientifique et expériences de pensée ···································································120
2) Démarche et activités d'investigation scientifique ················································129
3) Mise en œuvre des sciences et de l'ingénierie ·······························································164
4. STS et éthique scientifique ·············································································173
1) Science, technologie et société (STS) ···································································174
2) Questions en sciences sociales (QSS) ·························································185
3) Éthique des sciences ···································································189

Chapitre 3 : Psychologie de l'apprentissage des sciences 197
1.
Constructivisme radical et enseignement et apprentissage ···········································199
1) Contexte de l'essor du constructivisme radical ···············199
2) Caractéristiques et types de constructivisme radical ·········································································200
3) L’impact et les critiques du constructivisme radical sur l’enseignement des sciences ··············202
2.
Théorie du développement de l'intelligence de Piaget et enseignement et apprentissage ················204
1) Concepts et limites de la théorie du développement de l'intelligence ··········································205
2) Étapes du développement du renseignement ··················································································209
3) Facteurs influençant le développement de l'intelligence ························································213
4) Application de la théorie du développement de l'intelligence ··········································································214
3.
La théorie de l'apprentissage réceptif significatif d'Osubel et l'enseignement et l'apprentissage ··········217
1) Types de styles d'apprentissage ·············································································217
2) Types d'apprentissage réceptif significatif ·····································································218
3) Conditions d'un apprentissage significatif ··························································219
4) Types de contes de fées et apprentissage propositionnel ···············································221
5) Application de la théorie de l'apprentissage significatif ····································································223
4.
Théorie socioculturelle de Vygotsky et enseignement et apprentissage ······················229
1) L'émergence et les caractéristiques de la théorie socioculturelle ···············229
2) Zone de développement proximal ·······················································································231
3) Théorie socioculturelle et enseignement des sciences ···············································231
5.
Théorie de l'enseignement de Bruner et enseignement et apprentissage ········································233
1) Volonté d'apprendre ··························································································233
2) Structure de la connaissance ··························································································234
3) Série ·············································································································236
4) Caractéristiques de la théorie de l'enseignement et application à l'enseignement des sciences ···················································237
6.
Théorie du cadre conceptuel alternatif et enseignement et apprentissage ········································239
1) L'émergence de théories alternatives de cadres conceptuels ·················································240
2) Origines et méthodes d'analyse des cadres conceptuels alternatifs ···················································242
3) Concepts alternatifs importants par domaine ··············································244

Chapitre 4 Programme de sciences ·····························································257
1.
Signification et finalité de l'enseignement des sciences ···················································259
1) La signification de l'enseignement des sciences ·································································259
2) Nécessité et justification de l'enseignement des sciences ·····················260
3) Caractéristiques et énoncé de l'idéologie, du but et des objectifs de l'enseignement des sciences ·····················263
2.
Signification et caractéristiques du programme d'études scientifiques ············································································279
1) La signification du programme d'études scientifiques ······································································279
2) Types de programmes d'études scientifiques ·······································································282
3) Format opérationnel du programme d'études scientifiques ································································285
3.
Philosophie de l'enseignement des sciences et programmes d'études scientifiques ···········································289
1) Réflexions sur l'enseignement des sciences ······················································································290
2) Évolutions du programme de sciences ·························································295
3) Programme d'études révisé de 2022 en sciences et éducation ··············································299
4.
Développement du programme d'études scientifiques ·····································································309
1) Méthodes de conception de programmes d'études ···········································································310
2) Modèle de développement des programmes d'études ·············································································311
3) Sélection et organisation du contenu du programme de sciences ························································315

Chapitre 5 Modèles d'enseignement et d'apprentissage des sciences ........................................................... 327
1.
Modèle d'apprentissage circulaire ···················································································329
1) Caractéristiques et fondements théoriques du modèle d'apprentissage circulaire ·················329
2) Procédures et méthodes du modèle d'apprentissage circulaire ············································335
3) Application et exemples du modèle d'apprentissage circulaire ···········································339
2.
Modèle d'enseignement et d'apprentissage des sciences basé sur le changement conceptuel ·······································345
1) Fondements théoriques et caractéristiques du modèle de changement conceptuel ·················345
2) Modèle d'échange de cadres conceptuels alternatifs des facteurs ··················356
3.
Modèle d'apprentissage génératif ·················································································360
1) Caractéristiques du modèle d'apprentissage génératif ····································································360
2) Procédures et méthodes des modèles d'apprentissage génératif ········································································································361
3) Application du modèle d'apprentissage génératif ·····································································363
4. Modèle POE ····························································································365
1) Caractéristiques du modèle POE ·····························································365
2) Méthodes et procédures du modèle POE ····································································365
3) Application du modèle POE ················································································367
5.
Modèle d'apprentissage par la découverte ···············································································370
1) Caractéristiques et fondements théoriques du modèle d'apprentissage par la découverte ··················370
2) Procédures et méthodes du modèle d'apprentissage par la découverte ···········································371
3) Application du modèle d'apprentissage par la découverte ·····································································373

Chapitre 6 Stratégies d'enseignement et d'apprentissage des sciences 377
1.
Conférence ·· ...
1) Caractéristiques et limites de la conférence ·············································································379
2) Format du cours ······································································380
3) Processus et stratégie du cours ··············································································381
2.
Question ·······················································································382
1) Fonction et nécessité des questions ·····································································383
2) Types de questions ···························································································384
3) Questionner l'enseignement et l'apprentissage ··································································386
3.
Discussion ··································································································387
1) Signification et fonction de la discussion ············································································388
2) Types de discussion, d'enseignement et d'apprentissage ·····································································389
3) Objectif et procédure de la discussion : enseignement et apprentissage ························································390
4.
Métaphor
1) La signification et la nécessité des métaphores ····································································391
2) Modèle analogique d'enseignement et d'apprentissage ·····································································392
3) Exemple d'enseignement et d'apprentissage par analogie ······································································393
5.
Carte conceptuelle ····································································································396
1) Signification et caractéristiques des cartes conceptuelles ·····································································397
2) Création et évaluation des cartes conceptuelles ·····································································398
6.
Épistémologique V ·····················································································401
1) Signification et caractéristiques du diagramme en forme de V ·························································································401
2) Écrire V ·······························································································402
3) Évaluation en V ····························································································404
7.
Apprentissage coopératif ·························································································406
1) Signification et fonction de l'apprentissage coopératif ···················································407
2) Fondements théoriques de l'apprentissage coopératif ···················································408
3) Types et méthodes d'apprentissage coopératif ···················································408
8.
Expérience de démonstration ··························································································414
1) Signification et nécessité des expériences pilotes ··································414
2) Fonctions et caractéristiques de l'expérience pilote ···················································416

3) Méthode de l'expérimentation pilote ··································································417
9.
Expériences de laboratoire ·····································································418
1) Signification et caractéristiques des expériences de laboratoire ···············································419
2) Objectif et rôle des expériences de laboratoire ···············································419
3) Techniques expérimentales de laboratoire ·································································421
4) Types d'expériences de laboratoire ·············································································421
10.
Formation pratique ··········································································424
1) Objectif et nécessité de la formation sur le terrain ·····························································424
2) Plan et lieu de formation sur le terrain ···················································425
3) Sécurité pendant l'entraînement sur le terrain ················································································427
11.
Jeu de rôle ·····················································································428
1) La valeur et le but du jeu de rôle ··················································428
2) Formats et stratégies de jeu de rôle ···································································429
3) Étapes et thèmes d'enseignement et d'apprentissage des jeux de rôle ·················································430
12.
Enseignement et apprentissage individualisés ·······································································431
1) Différences individuelles et enseignement et apprentissage individualisés ·············································431
2) Éducation des élèves surdoués ············································································432
3) Différences de genre et enseignement des sciences ·······························································434
13.
Stratégies d'enseignement et d'apprentissage des sciences à l'aide du numérique ··································435
1) L’ère de la transformation numérique et les changements dans l’enseignement et l’apprentissage des sciences ···········435
2) Enseignement et apprentissage des sciences à l'aide de l'intelligence artificielle ··································441
3) Enseignement et apprentissage des sciences basés sur le métavers ····································································446
4) Stratégie d'utilisation des outils de collaboration numérique basés sur le cloud ············452
5) Enseignement et apprentissage des sciences par la simulation ········································455

Chapitre 7 : Planification et évaluation de l’enseignement et de l’apprentissage des sciences ···················································465
1.
Plan d'enseignement et d'apprentissage des sciences ·····················································467
1) Plan de programme de sciences ··············································································467
2) Plan d'unité scientifique ··············································································470
3) Programme d'enseignement et d'apprentissage des sciences ···················································475
2.
Évaluation de l'enseignement des sciences ······················································································484
1) La relation entre l'évaluation de l'enseignement des sciences et l'enseignement, l'apprentissage et les cours ························485
2) Cadre et domaines d'évaluation de l'enseignement des sciences ····································································486
3) Méthodes d'évaluation de l'enseignement des sciences ···························································496

Chapitre 8 Formation des enseignants de sciences ·······································································································521
1.
Expertise des enseignants de sciences ············································································523
1) Rôle, qualifications et signification des récompenses pour les professeurs de sciences.................................................................................................... 523
2) Perfectionnement professionnel des enseignants de sciences ····················································525
2.
Formation, qualification et recrutement des enseignants de sciences ········································528
1) Formation des professeurs de sciences ···································································529
2) Qualifications d'un professeur de sciences ····································································529
3) Nouveau recrutement d'enseignants de sciences ············································································532

Références ·································································································533
Recherche ·····················································································558