Problematisation, narrative and fiction in the science classroom - Archive ouverte HAL Accéder directement au contenu
Chapitre D'ouvrage Année : 2023

Problematisation, narrative and fiction in the science classroom

Résumé

his paper focusses on the didactic functions of problematisation, narrative and fiction in the science classroom. The approach we propose to address these issues takes into account the epistemological specificities of biology (functionalist and historical sciences). Based on this epistemological foundation, we will first present the theoretical framework of problematisation developed over more than 20 years in France, before exploring the more recent notion of realistic fiction by situating it in relation to work in biology didactics that borrows from the frameworks of narrative and/or fiction. Our two-part paper aims to initiate a dialogue between these different theoretical frameworks and to question their points of convergence and divergence through examples taken from our research work (blood circulation, molecular renewal, animal metamorphosis). To what extent can fictional narratives contribute to constructing problematised biological knowledge? How does the shift to extra-ordinary modes of reasoning allow us to move away from storytelling?

Dates et versions

hal-04338303 , version 1 (12-12-2023)

Identifiants

Citer

Catherine Bruguiere, Denise Orange-Ravachol. Problematisation, narrative and fiction in the science classroom. Konstantinos Korfiatis; Marcus Grace; Marcus Hammann. Shaping the future of biological education research, XV, Springer International Publishing, pp.21-34, 2023, Contributions from Biology Education Research, 978-3-031-44791-4. ⟨10.1007/978-3-031-44792-1⟩. ⟨hal-04338303⟩
9 Consultations
0 Téléchargements

Altmetric

Partager

Gmail Facebook X LinkedIn More