Idées et raisons sur les coquilles fossiles : étude épistémologique comparée entre une situation de débat à l’école primaire et une controverse historique

Crépin-Obert, Patricia

doi:10.4000/rdst.175

Cited by 6 publications

(5 citation statements)

References 10 publications

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“…Obstacle of perceiving the time factor : The time factor is introduced into explanations in an indirect or imprecise way (Q3) either by indicating the temporal succession of some stages of fossilization without specifying the time scale ; or by completely ignoring these steps but mobilising the Human scale or the geological time scale and finally, by considering time as the only variable at the origin of the fossils. This corresponds to the findings of Crépin-Obert (2010 ;, who detected in these learners a failure to master the mobilization of time when reconstructing the fossil's history. Some explanations encompass the duration of the whole phenomenon of fossilization within the duration of the burial stage; they thus neglect the time of all the other stages (the death of the organism; the degradation of its organic substance; the diagenetic transformations, the possibility of transport).…”

Section: For the Fossilization Process Various Types Of Obstacles Arisesupporting

confidence: 87%

“…A number of studies in the literature have dealt with the problem of obstacles to assimilation of the fossil concept, but they have only focused on learners' conceptions (at primary or secondary school level) of the nature of fossils, and the temporal reconstruction of their history (Crépin-Obert ,2010 ;Triquet et Orange,2007 ;Sauvageot-Skibine,1995 ;Laperrière-Tacussel, 2002). Our research focused on trainee teachers' conceptions of the evolution of the fossilization phenomenon in time and space.…”

Section: Discussionmentioning

confidence: 99%

“…The word fossil comes from the Latin fossilis and refers to anything extracted from the earth, including petrified rocks, minerals and animals. They are considered to be good markers of time and space (stratigraphic fossils and facies fossils), as well as evidence in favour of the theory of the evolution of species (Crépin-Obert, 2010).…”

Section: Difficulties In Assimilating the Concepts Of Fossil And Foss...mentioning

confidence: 99%

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The Fossilization: What Initial Representations of Future Instructors?

Chmanti-Houari,

Hassani

2024

Int. J. Edu. Inno. Res.

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Previous research has shown the influence of teachers' initial representations on their assimilation and transmission of scientific concepts to students. In this regard, the aim of the present study is to identify the difficulties faced by future Life and Earth Sciences (LES) teachers in assimilating the concept of fossilization, particularly those related to the mobilization of time and space. Using a mixed-methods approach, we designed a questionnaire that was administered to 30 trainee teachers at the RCJET in Fez, selected by simple random sampling. The data was processed using statistical data processing software (answers to closed questions) and the content analysis method (answers to open and semi-open questions). Various types of obstacles to the mobilization of time and space were detected. The inability to apply the principle of actualism. The conception of the evolution of fossilization processes outside the space-time framework. The inability to conceive fossilization as a contingent and exceptional phenomenon, requiring a long time, difficult to observe with the naked eye, difficult to experiment due to their taking place in different palaeogeographic sites. They also raised the need for special training in geology. As a result, we are proposing an increase in the number of hours spent on practical work, the scheduling of geological field trips, the development of new methods and approaches, and the integration of Information and Communication Technologies (ICT). In order to generalise and validate its results, although they were significant, our research will be extended to a larger sample, and in other countries.

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Section: For the Fossilization Process Various Types Of Obstacles Arisesupporting

confidence: 87%

Section: Discussionmentioning

confidence: 99%

Section: Difficulties In Assimilating the Concepts Of Fossil And Foss...mentioning

confidence: 99%

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The Fossilization: What Initial Representations of Future Instructors?

Chmanti-Houari,

Hassani

2024

Int. J. Edu. Inno. Res.

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“…De plus, certains élèves pensent que les fossiles ont été taillés par les hommes de la Préhistoire et donc qu'ils ne peuvent pas provenir d'êtres vivants qui se seraient fossilisés. D'une part, l'artificialisme est considéré comme un obstacle épistémologique puisqu'il se retrouve dans l'histoire des sciences (Crépin-Obert, 2010). D'autre part, certaines recherches didactiques ont montré qu'il est lié au développement intellectuel des élèves et ne concerne qu'une tranche d'âge bien définie (Allain, 1995).…”

Section: Obstacles éPistémologiques Et Psychogénétiquesunclassified

“…Notre objectif est double : d'abord mettre en évidence les conceptions des élèves et celles de leurs enseignants, puis les comparer afin de repérer d'éventuelles corrélations, convergences ou disparités et étudier ensuite le lien probable existant entre les obstacles identifiés et les orientations professionnelles des élèves dans le champ de la géologie. En France, l'étude des conceptions concernant divers N° 3-2011 | RDST concepts géologiques a fait l'objet de multiples recherches en didactique des sciences (Allain, 1995 ;Orange, 1995 ;Laperrière-Tacussel, 1995 ;Goix, 1995 ;Gouanelle & Schneeberger, 1995 ;Crépin-Obert, 2010). Par contre, au Liban, ce type d'étude a été très peu abordé dans un contexte qui reste singulier et complexe : enseignement d'un double programme, multiconfessionnalisme, plurilinguisme, instabilité politique.…”

Section: Introduction Et Problématique Généraleunclassified