Dire et penser ensemble la science en 4e (notice n° 999768)
[ vue normale ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 03008cam a2200337 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250125133633.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Portas, Nathalie |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Dire et penser ensemble la science en 4e |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2019.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 88 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | L’article présente un dispositif didactique accompagnant le cours de français, autour du roman épistolaire Frankenstein ou le Prométhée moderne de Mary Shelley (1818). Il s’agit d’initier à la philosophie des adolescents d’une classe de 4e, avec comme visée particulière de penser le pouvoir de la science. Nous explorons l’idée selon laquelle une pratique régulière de la philosophie au collège faciliterait d’une part le passage d’une « parole subjective à une parole singulière » (Charbonnier, 2017) dans un dialogue de type philosophique (visée discursive et langagière), et d’autre part permettrait d’acquérir des habitudes de pensée réflexive (visée philosophique et cognitive). Ce dispositif permet notamment de lier des champs disciplinaires voisins entre eux, de manière transversale, afin de converger vers les attentes du socle commun de connaissances, compétences et de culture. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This is a great opportunity to introduce teenagers to philosophy ; the aim is to make them think about the power of science This approach is part of a wider theoretical framework of philosophy for children. We explore the idea of how a regular practice of philosophy during middle school could facilitate on the one hand a singular speech, in the form of philosophical dialogue (discursive outlook), and on the other hand, help pupils to acquire reflexive habits of thought (philosophical and cognitive aim). Finally, we examine how scientific education acquired at school and representations are conveyed by adolescents within the reassuring framework of a philosophical community of research (epistemological aim). Thus, adolescents launch and sustain several dispositions or skills, accompanying the development of their personal thinking about the world and the scientific education acquired at school during cycle 4. This allows to interlink disciplinary fields related to them, in order to converge towards expectations of the common core of knowledge, skills and culture |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | interdisciplinarité |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | savoirs scolaires |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | pratiques à visée philosophique |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | didactique |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | collège |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | éthique |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | épistémologie |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | interdisciplinarity |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | didactic |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | medium school |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | ethics |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | school knowledges |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | epistemolgy |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | philosophically aimed practices |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Spirale - Revue de recherches en éducation | 64 | 2 | 2019-10-01 | p. 99-112 | 0994-3722 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-spirale-revue-de-recherches-en-education-2019-2-page-99?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-spirale-revue-de-recherches-en-education-2019-2-page-99?lang=fr&redirect-ssocas=7080</a> |
Pas d'exemplaire disponible.
Réseaux sociaux