Éditeur(s) : HAL CCSD
Résumé : International audience
Sciences curriculum, official instructions and scholar books are the same for all French pupils. Some official scientific aims of secondary schools (11–18 years old) like seasons and moon observation may not fit with nature observation in French West Indies. To overcome this obstacle and improve sciences education in French West Indies, a better understanding of representation of students seems necessary. A questionnaire was fulfilled by 124 first year students from Guadeloupe. European seasons descriptions are significantly more precise than Caribbean ones in year period as in climatic characteristics (temperature and humidity). More than 75% of answers do not take in account the relationship between moon orientation and latitude. The majority of students seem to perceive the moon as represented in the models of education or cultural product from temperate areas and not as they see it. Here we seem to face a kind of inverted obstacle in the epistemological sense. It is not the naive observation of nature that makes it more difficult to understand scientific concepts but universal selection of content (examples, models, order of ideas) that explains science taught imperfectly observable in specific educational setting.
ESERA 2011 Science Learning and Citizenship
Lyon, France

Droits : info:eu-repo/semantics/OpenAccess
hal-01539485
https://hal.univ-antilles.fr/hal-01539485
https://hal.univ-antilles.fr/hal-01539485/document
https://hal.univ-antilles.fr/hal-01539485/file/ESERA2011.pdf

Éditeur(s) : HAL CCSD
Résumé : National audience
We study various proofs of the characterization of constant functions, more precisely of the theorem: a derivable function, defined on a real interval, is constant if, and only if, its derivative is null. Our aim is to study the relationships of these proofs with the mathematical curriculum of secondary schools and the beginning of undergraduate studies in France, from various points of views (epistemological, historical, and didactical). This study leads to the construction of the mathematical site of the studied theorem and can serve as a basis for training activities around the fundamental theorems of elementary analysis.
Nous étudions plusieurs démonstrations de la caractérisation suivante des fonctions constantes : une fonction, définie sur un intervalle, dérivable est constante si, et seulement si, sa dérivée est nulle. Le but est d'étudier les relations entre ces démonstrations et le curriculum en France à la jonction entre la fin des études secondaires et le début des études supérieures, avec des apports venant de différents points de vue (épistémologique, historique, didactique). Cette étude mène à la construction du site mathématique local du théorème étudié et peut servir de base à des activités de formation autour des théorèmes fondamentaux de l'analyse élémentaire.
Recherches et Ressources en Éducation et Formation

hal-01529547
https://hal.univ-antilles.fr/hal-01529547
https://hal.univ-antilles.fr/hal-01529547/document
https://hal.univ-antilles.fr/hal-01529547/file/8_Delcroix-et-Silvy-2009.pdf

Éditeur(s) : HAL CCSD
Résumé : International audience
This research aim focused onthe interpretation of the action of pupils for two school professors in mathematics and in physical education. The research is in the field of work concerned with the process of didactic contextalisation (Delcroix, Forissier, Anciaux, 2012). It also mobilizes process of the comparative approach (Mercier, Schubauer-Leoni et Sensevy, 2002). Data processed within the limits of this communication were collected by interview of self-confrontation. The results are used to model the interpretive filters according to three axes: the practical epistemology of the professor through the categories of Shulman (1987), forms of inference employed and his organization. Our study allows us to confront, in this model, the specifics or generics, fruits of disciplinary didactics to the effects of the didactic contextualization. We note that the use of contextualization seems to act as a filter (regardless of the teacher or the discipline concerned) constitutive of a profile kind (in the sense of Clot). Finally, at the end of this research, we discuss the contribution of this type of study for the training of teachers by querying the aspect built of these filters in action-context interaction and by validating the legitimacy of this question: "What is happening in the minds of the students"?Clot, Y. et Faïta, D. (2001). Genre et style en analyse du travail. Concepts et méthodes, Travailler, 6, 7-42Delcroix, A., Forissier, T., & Anciaux, F. (2012). Vers un cadre d’analyse opérationnel des phénomènes de contextualisation didactique. Dans F. Anciaux, T. Forissier et LF. Prudent, Contextualisations didactiques (pp. 141-188). Paris : L’harmattan.Mercier, A., Schubauer-Leoni, ML. & Sensevy, G. (2002). Vers une didactique comparée. Revue française de pédagogie, 141, 5-16.Shulman, L. (1987). « Knowledge and teaching : foundations of the new reform ». Harvard Educational Review, vol. 57, n° 1, p. 1-22.
The Caribbean Academy of Sciences 20th GENERAL MEETING AND BIENNIAL CONFERENCE
Deshaies, Guadeloupe

hal-01618424
https://hal.univ-antilles.fr/hal-01618424

Éditeur(s) : HAL CCSD
Résumé : International audience
Earthquake, volcanic eruption, cyclone, flood, tsunami, the Caribbean are particularly vulnerable to many natural hazards. Citizen Education to hazard mitigation is much more important in French West Indies than in Paris. With national, curriculum, evaluation and textbooks, how science education in French West Indies manage the challenge to take account this particularity of our territories? Based on this example and others, the aim of this communication is to present a science education theoretical background focus on contexts studies. During science teaching, learning effects due to different context like social, cultural or language could be described as contextual effects. But others micro-didactic effects of contexts could also be identified as linked with specificity of natural environment. These effects manifest a strain between a goal of teaching or learning and its implementation, when this stain is due in the educational process in different contexts involved.To ensure the quality of education, reference and quantify the effects of educational context seems to be necessary. it should be interested in the process leading to the emergence of these contexts. We propose a simplified model of these processes initially described as meetings of mechanisms operating within a network of transposition of designs. Then we question these processes by degree or forms of contextualization (low to high) and crossed these two approaches, giving an initial typology of contextualisation process. It then emerges the idea that these processes are constrained by resistances. We retain the following three: epistemological, social and educational. As these constraints are expressed in different ways according to disciplines, the data suggest the existence of disciplinary contextualization profiles. All these three approaches (network implementation, degree of contextualization, disciplinary profiles) are three tools for analyzing contextual phenomena which remain to test the robustness and operational character for the training analysis context.
Biennial Conference of Caribbean Academy of Sciences
Barbados, Barbados

hal-01539482
https://hal.univ-antilles.fr/hal-01539482

Éditeur(s) : HAL CCSD Oxford University Press (OUP)
Résumé : International audience
Defining homologous genes is important in many evolutionary studies but raises obvious issues. Some of these issues are conceptual and stem from our assumptions of how a gene evolves, others are practical, and depend on the algorithmic decisions implemented in existing software. Therefore, to make progress in the study of homology, both ontological and epistemological questions must be considered. In particular, defining homologous genes cannot be solely addressed under the classic assumptions of strong tree thinking, according to which genes evolve in a strictly tree-like fashion of vertical descent and divergence and the problems of homology detection are primarily methodological. Gene homology could also be considered under a different perspective where genes evolve as ``public goods,'' subjected to various introgressive processes. In this latter case, defining homologous genes becomes a matter of designing models suited to the actual complexity of the data and how such complexity arises, rather than trying to fit genetic data to some a priori tree-like evolutionary model, a practice that inevitably results in the loss of much information. Here we show how important aspects of the problems raised by homology detection methods can be overcome when even more fundamental roots of these problems are addressed by analyzing public goods thinking evolutionary processes through which genes have frequently originated. This kind of thinking acknowledges distinct types of homologs, characterized by distinct patterns, in phylogenetic and nonphylogenetic unrooted or multirooted networks. In addition, we define `` family resemblances'' to include genes that are related through intermediate relatives, thereby placing notions of homology in the broader context of evolutionary relationships. We conclude by presenting some payoffs of adopting such a pluralistic account of homology and family relationship, which expands the scope of evolutionary analyses beyond the traditional, yet relatively narrow focus allowed by a strong tree-thinking view on gene evolution.
ISSN: 0737-4038

hal-01544794
https://hal.archives-ouvertes.fr/hal-01544794
DOI : 10.1093/molbev/mst228

Éditeur(s) : HAL CCSD
Résumé : International audience
Along with the words of F. Cros " the concept of innovation has nowadays an increased status in the training world", we will attempt qualify the notion of innovation itself in pedagogics Let us start by remindings of this concept in litterature. We will first shortly deal with the meaning of our actions in an "innovating" pedagogy. Then we will progressively go to the "latourian" position by calling to mind some of the key features of his thinking. We willpartially go into the innovation by touching upon a perspective through some of the works of B. Latour and more specifically "The Existence Modes" Broadly speaking, we need to reflect upon the role itself of the researcher in his approach of the study object. We will introduce a theoretical framework that seems to include B. Latour's remarks. According to Karl Marx : "the windmill belongs to the feudal society, whereas the steam mill belongs to the middleclass society" To paraphrase K. Marx, we may ponder to which type of society (of innovation) our 2.0 Windmills correspond?
A l’instar des propos tenus par F. Cros1”la notion d’innovation est aujourd’hui très valorisée dans le monde de la formation”, nous tenterons de comprendre certains mécanismes mis en oeuvre et nuancerons la notion même d’innovation en pédagogie. Nous débuterons par un rappel sur cette notion dans la littérature. Nous mènerons une courte réflexion sur le sens de nos actions en pédagogie dite « innovante ». Puis nous nous glisserons petit à petit dans la posture « latourienne » en évoquant quelques points clés de sa pensée. C’est partiellement que nous aborderons l’innovation par une mise en perspective « effleurée » au travers de certains travaux de B. Latour et plus particulièrement « Les Modes d’Existence ».De manière plus large, il s’agit de mener une réflexion sur le rôle même du chercheur dans son approche de l’objet de recherche. Nous résenterons un cadre théorique qui semble inclure les propos de B. Latour. Selon K. Marx2 : « Au moulin à eau correspond la société féodale, au moulin à vapeur, la société bourgeoise ». Pour paraphraser K. Marx, on peut se demander à quel type de société (de l’innovation) correspondent nos éoliennes 2.0. ?
Les écosystèmes numériques et la démocratisation informationnelle : Intelligence collective, Développement durable, Interculturalité, Transfert de connaissances
Schoelcher, France

hal-01258318
https://hal.univ-antilles.fr/hal-01258318
https://hal.univ-antilles.fr/hal-01258318/document
https://hal.univ-antilles.fr/hal-01258318/file/Armand%20Lietart%20%281%29.pdf

Éditeur(s) : HAL CCSD
Résumé : We study various proofs of the caracterization of constant functions, more precisely of the theorem: a derivable function, defined on a real interval, is constant if, and only if, its derivative is null. Our aim is to study the relationships of these proofs with the mathematical curriculum of secondary schools and the begining of undergraduate studies in France, from various point of views (epistemological, historical, didactical).
https://hal.archives-ouvertes.fr/hal-00318449

hal-00318449
https://hal.archives-ouvertes.fr/hal-00318449
https://hal.archives-ouvertes.fr/hal-00318449v2/document
https://hal.archives-ouvertes.fr/hal-00318449/file/CroissanceSansTAF10HALV2.pdf
ARXIV : 0809.0965