L'Observation et l'interpretation dans l'enseignement des sciences au secondaire
Keywords:
enseignement des sciences, investigation scientifique, méthode scientifique, habiletés scientifiques, enseignement secondaireAbstract
The new high school science curricula developed since the 1960s have been based on the learning of the scientific method. However, in the present high school context, the application of such a strategy cannot be carried out successfully; the individuality of the adolescent and his maturing process are obstacles for the acquisition of this method of learning. If the desired skills are to be acquired and the goals of the science programs attained, a strategy based on investigation is preferable. Investigation is defined in relation to the scientific method and the problem-solving technique. A review of the literature shows that few tests exist to measure investigative skills. One such test, however, covering eight skills, did attract our attention. When it was translated and given to classes in Quebec, we were unable through factor analysis to isolate these eight skills; they appear too closely linked to justify so many independent factors. We have therefore identified two independent basic investigation skills: observation and interpretation. From their operational definition, we have grouped items which taken together may be used as a measurement instrument. Details and justification for this approach are given.
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