Scientific knowledge and reasoning in schoolchildren - Ntagara, Venant
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This research highlights the difficulties faced by a student learning scientific knowledge in a society with an oral or poorly literate tradition. It shows the reasoning and the universe of reference on which a pupil in Africa relies to explain a scientific phenomenon, in a school situation of knowledge writing. It shows the relationship that can exist between the popular cultural context of orality and the writing of scientific school knowledge by pupils. Considering this dual relationship, she rejects deterministic and deficitarist conclusions, proposing a didactic approach to science that…mehr

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Produktbeschreibung
This research highlights the difficulties faced by a student learning scientific knowledge in a society with an oral or poorly literate tradition. It shows the reasoning and the universe of reference on which a pupil in Africa relies to explain a scientific phenomenon, in a school situation of knowledge writing. It shows the relationship that can exist between the popular cultural context of orality and the writing of scientific school knowledge by pupils. Considering this dual relationship, she rejects deterministic and deficitarist conclusions, proposing a didactic approach to science that takes account of students' traditional culture. Such a didactic approach would enable pupils to appropriate scientific knowledge, and to exercise reasoning, critical thinking and reflective memory, thus promoting the transition from traditional to modern scientific knowledge.
Autorenporträt
The author, Venant Ntagara, was born in Rwanda in 1968. A former math-physics student, he obtained his doctorate in educational sciences from the Université Paris 8 in France. He continues to carry out research in this field, and currently teaches at the University of Technology and Arts of Byumba (UTAB) in Rwanda.