Publication 4659

Bächtold M. (2012) Les fondements constructivistes de l’enseignement des sciences basé sur l’investigation. Tréma 38: 7–39. Fulltext at https://cepa.info/4659
This paper explores the theoretical foundations of “constructivism” and “socio-constructivism” which underlie the conception of inquiry-based science teaching. The proposed synthesis aims at disentangling the multiple sources of influence of this approach in science education, which come from the field of psychology of cognitive development, on the one side, and from that of epistemology, on the other. The goal of this paper is also to make explicit what is assumed to be “constructed” by the students during such a teaching, according to the authors under study.

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