Complexité et conceptions : nouveaux défis face à l’apprentissage. Le cas des conceptions des enseignants sur l’écosystème



Varioustheories have attempted to explain the mechanisms of learning, for its part, cognitivism have integrated mental structures in these mechanisms. Recent didactic researchhas revealed the role of conceptions of culturalbackground can "promote"or "oppose" the acquisition and ownership of new knowledge by the learner. Today andin the multitude of information sourcesand mode of disciplinary learningand compartmentalized knowledge acquisition has become complex.The teaching learning process is facing a major problem: how a teacher can be taken into accountconceptions of learners in teaching practices? How to help learners to "overcome" their conceptions? Within which limits it is itselfinfluenced by his conceptions in educational choices? What teaching strategy can copewith the complexity of learningin our society today? The analysis of the conceptions of teachers about the complexityof the ecosystem and pedagogicalchoices can bring out the modes of reasoning underlying the notion of complexity.


Conception, learning, complexity, ecosystem

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Re S M ICT E | ISSN: 1792-3999 (electronic), 1791-261X (print) | Laboratory of Didactics of Sciences, Mathematics and ICT, Department of Educational Sciences and Early Childhood Education - University of Patras.

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