Repères pour l’enseignement de la biodiversité en classe de sciences

Abstract

équipe Épistémologie et didactique des disciplines du laboratoire Cultures, éducations, sociétés (EA 4140) Carole VOISIN École élémentaire, Condé-sur-Vire RÉSUMÉ • L'enseignement de la biodiversité rencontre aujourd'hui de nombreuses difficultés. La nature même de ce concept peut paraître difficile à cerner en raison de sa complexité, de sa nature non-exclusivement scientifique et de son caractère non stabilisé. Cependant, son enseignement pose également problème sur d'autres plans comme celui du choix d'une modalité pédagogique, celui des apprentissages (quels savoirs viser et quels obstacles à la construction de ces savoirs ?) et celui de la fonction éducative de cet enseignement. Comment parvenir à construire un projet d'enseignement qui assure la mise en cohérence de cet ensemble ? À partir d'une analyse didactique, nous proposons, dans cet article, de présenter quelques repères pour un enseignement de cet objet d'étude en classe de sciences (école, collège, lycée). MOTS-CLÉS • Biodiversité, obstacle, apprentissage par problème, controverse scientifique, société.

Teaching Biodiversity: Towards a Sustainable and Engaged Education

“…They recognize that the study of biodiversity can provide opportunities to explore complex issues and engage students in reasoned debates. This is seen as a key aspect of educating students to become informed and engaged citizens capable of making decisions that will impact the future of our civilization [7].…”

“…According to studies by Lhoste and Voisin (2013), teachers can adapt their pedagogical approach by choosing an appropriate pedagogical modality to address biodiversity in the science classroom [7]. Teachers can choose an activist approach, where the emphasis is on student action, or a reflective approach, where the emphasis is on education for discernment based on heterogeneous knowledge and learning to debate [7].…”

“…According to studies by Lhoste and Voisin (2013), teachers can adapt their pedagogical approach by choosing an appropriate pedagogical modality to address biodiversity in the science classroom [7]. Teachers can choose an activist approach, where the emphasis is on student action, or a reflective approach, where the emphasis is on education for discernment based on heterogeneous knowledge and learning to debate [7]. It is also important to define relevant objects of study to address biodiversity in the science classroom and to aim for the acquisition of knowledge, the modification of behaviors through action, or the training of the citizen through discussion [7].…”

“…Effective teaching practices for biodiversity education include using a variety of teaching methods and resources, such as field trips, hands-on activities, and multimedia materials, to engage students and help them develop a deeper understanding of the importance of biodiversity and the need for its conservation [6]. Some studies discussed about providing a framework for understanding the challenges and opportunities of teaching the concept of biodiversity in science classes [7], and others discuss how they approach teaching this important subject and highlight any potential areas in need of additional support and training [8,9].…”