Savoirs scientifiques, malentendus et inégalités sociales à l'école : les formes disciplinaires des SVT en 6ème
Auteur(s) : VAN BREDERODE Marion
Date de soutenance : 2016
Thèse délivrée par : Université Paris 8
Section(s) CNU : section 70 : Sciences de l'éducation
Sous la direction de : Patrick RAYOU
Jury de thèse : Coquidié, Maryline ; Millet, Mathias ; Orange, Christian ; Rayou, Patrick ; Rey, Bernard
"This thesis deals with the processes leading to the development of inequalities at school in the teaching of life sciences, subject often thought not to be relevant on this point. It accounts for studies taking place within the theoretical framework of the problematization, stating that scientific knowledge in the classroom should be based on reason in order to expose how the forms of life sciences as a subject might generate, actively and passively, teaching inequalities. These, in turn, would lead the pupils to develop unequally suited disciplinary awareness. The qualitative analysis of life sciences textbooks and curricula since 1958 shows the evolutions of the subject, and how, today, pupils have to acquire by themselves knowledge essential to the understanding of biological phenomena. These evolutions impede the pupils relying only on school for the construction of their scientific knowledge. This socio-historical approach is completed with a synchronic study aiming at comparing forms of the subjects taught in socially diverse schools. Their quantitative analysis is based on content from the pupils’ notebooks. Depending on the context, forms of the subject don’t solicit and trigger the same knowledge, thinking and writing skills. These differences thus seem to actively contribute to the discrepancies on how pupils apprehend the specificities of life sciences."
URL : http://www.theses.fr/2016PA080108
mot(s) clé(s) : inégalités, sciences, sociologie de l'éducation