L’apprentissage immersif peut-il améliorer la compréhension de la théorie de l’évolution?
Barre latérale de l'article
Contenu principal de l'article
Résumé
Cet article présente les principaux types d’obstacles mettant un frein à la compréhension de la théorie de l’évolution et discute de pistes pédagogiques pour améliorer l’apprentissage de cette théorie au niveau postsecondaire, comme d’autres théories difficiles en science, notamment par la mise en œuvre des principes de l’apprentissage actif et du changement conceptuel. L’article propose l’hypothèse que l’apprentissage immersif, possible par l’entremise des technologies de réalité virtuelle, est une stratégie prometteuse pour mettre en action les personnes apprenantes et pour provoquer un changement conceptuel menant à une meilleure compréhension de la théorie de l’évolution. Cette hypothèse guide la recherche en cours portant sur l’amélioration de l’apprentissage de cette théorie. L’article présente aussi des éléments positifs et négatifs de l’apprentissage immersif, issus d’une recension des écrits. Ces éléments constituent des pistes d’action dans la perspective du développement d’une expérience éducative immersive que vise la recherche en cours.
Renseignements sur l'article
Références
Aikenhead, G.S., et Jegede, O.J. (1999). Cross-cultural science education: A cognitive explanation of a cultural phenomenon. Journal of Research in Science Teaching, 36: 269-287.
Alters, B. J. et Nelson, C. E. (2002). Perspective: Teaching evolution in higher education. Evolution, 56(10), 1891-1901.
Andersson, B., et Wallin, A. (2006). On developing content-oriented theories taking biological evolution as an example. International Journal of Science Education, 28(6), 673-695.
Asterhan, C. S., et Schwarz, B. B. (2007). The effects of monological and dialogical argumentation on concept learning in evolutionary theory. Journal of educational psychology, 99(3), 626.
Banet, E., et Ayuso, G. E. (2003). Teaching of biological inheritance and evolution of living beings in secondary school. International Journal of Science Education, 25(3), 373-407.
Bates, A. T. (2022). Teaching in a digital age: Guidelines for designing teaching and learning. 3e édition. https://pressbooks.bccampus.ca/teachinginadigitalagev3m/
Bergeron, L. et Rousseau, N. (2021). Avant-propos. Dans L. Bergeron et N. Rousseau (dir.), La recherche-développement en contextes éducatifs. Une méthodologie alliant le développement de produits et la production de connaissances scientifiques (p. XXV-XXX). Presses de l'Université du Québec.
Bergeron, L., Rousseau, N. et Dumont, M. (2021). Une opérationnalisation de la recherche-développement menée en contextes éducatifs. Dans L. Bergeron et N. Rousseau (dir.), La recherche-développement en contextes éducatifs. Une méthodologie alliant le développement de produits et la production de connaissances scientifiques (p. 25-43). Presses de l'Université du Québec.
Bishop, B. A. et Anderson, C. W. (1986). Student Conceptions of Natural Selection and Its Role in Evolution, Research Series No. 165. Rapport de recherche. Michigan State University. https://files.eric.ed.gov/fulltext/ED269254.pdf
Blackwell, W. H., Powell, M. J. et Dukes, G. H. (2003). The problem of student acceptance of evolution. Journal of Biological Education, 37(2), 58-67.
Bowman, D. A. (1999). Interaction techniques for common tasks in immersive virtual environments. Georgia Institute of Technology.
Browning, E. et Hohenstein, J. (2015). The use of narrative to promote primary school children's understanding of evolution. Education 3-13, 43(5), 530-547. https://doi.org/10.1080/03004279.2013.837943
Bruyère, M.-H. et Lapierre, H.G. (2021). La recherche-développement en éducation à la petite enfance. Dans J. Lehrer, N Bigras, A. Charron, et I. Laurin, (dir.). La recherche en éducation à la petite enfance : origines, méthodes et applications. Presse de l’Université du Québec, p. 589-614.
Catley, K. M. (2006). Darwin's missing link—a novel paradigm for evolution education. Science Education, 90(5), 767-783.
Catley, K. M. et Novick, L. R. (2009). Digging deep: Exploring college students' knowledge of macroevolutionary time. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 46(3), 311-332.
Catley, K. M., Novick, L. R. et Shade, C. K. (2010). Interpreting evolutionary diagrams: when topology and process conflict. Journal of Research in Science Teaching, 47(7), 861-882.
Cardoso, J., Caetano, D., Abreu, R., Quadros, J., dos Santos, J., Ogasawara, E. et Lignani, L. (2019). Supporting the Learning of Evolution Theory Using an Educational Simulator. IEEE Transactions on Learning Technologies, 13(2), 417-424. https://doi.org/10.1109/TLT.2019.2911613
Crawford, B. A., Zembal-Saul, C., Munford, D., et Friedrichsen, P. (2005). Confronting prospective teachers' ideas of evolution and scientific inquiry using technology and inquiry-based tasks. Journal of research in science teaching, 42(6), 613-637.
Darussyamsu, R., Fadilah, M. et Putri, D. (2018). Emotional and Spiritual Quotient Approach Improve Biology Education Students’ Acceptance of Evolution Theory. Communication présentée au IOP Conference Series: Materials Science and Engineering. https://doi.org/10.1088/1757-899X%2F335%2F1%2F012090
Darwin, C. (1859). On the Origin of Species by Means of Natural Selection Or the Preservation of Favoured Races in the Struggle for Life. International Book Company.
Dede, C., Salzman, M., Loftin, R. B. et Ash, K. (2000). The design of immersive virtual learning environments: Fostering deep understandings of complex scientific knowledge. Dans M. J. Jacobson et R. B. Kozma (dir.), Innovations in science and mathematics education: Advanced designs, for technologies of learning (p. 361-413). Lawrence Erlbaum Associates Publishers.
Emmons, N., Smith, H. et Kelemen, D. (2016). Changing minds with the story of adaptation: Strategies for teaching young children about natural selection. Early Education and Development, 27(8), 1205-1221. https://doi.org/10.1080/10409289.2016.1169823
Engel Clough, E. et Wood-Robinson, C. (1985). How secondary students interpret instances of biological adaptation. Journal of Biological Education, 19(2), 125-130.
Eterovic, A. et Santos, C. M. D. (2013). Teaching the role of mutation in evolution by means of a board game. Evolution: Education and Outreach, 6(1), 22.
Geraedts, C. L. et Boersma, K. T. (2006). Reinventing natural selection. International Journal of Science Education, 28(8), 843-870.
Geslin, E. (2013). Processus d'induction d'émotions dans les environnements virtuels et le jeu vidéo. Thèse de doctorat. École nationale supérieure d’arts et métiers.
Gibson, A. K., Drown, D. M. et Lively, C. M. (2015). The Red Queen’s Race: An Experimental Card Game to Teach Coevolution. Evolution: Education and Outreach, 8(1), 10.
Gregory, T. R. (2008). Evolution as fact, theory, and path. Evolution: Education and Outreach, 1(1), 46.
Gregory, T. R. (2009). Understanding natural selection: essential concepts and common misconceptions. Evolution: Education and outreach, 2(2), 156.
Gregory, T. R. et Ellis, C. A. (2009). Conceptions of evolution among science graduate students. BioScience, 59(9), 792-799.
Griffith, J. A. et Brem, S. K. (2004). Teaching evolutionary biology: Pressures, stress, and coping. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 41(8), 791-809.
Harley, J. M., Lajoie, S. P., Tressel, T. et Jarrell, A. (2018). Fostering positive emotions and history knowledge with location-based augmented reality and tour-guide prompts. Learning and Instruction, 101163.
Harvey, S. et Loiselle, J. (2009). Proposition d’un modèle de recherche-développement. Recherches qualitatives, 28(2), 95-117.
Henry, M. H. (2019). Exploring the Efficacy of Using Augmented Reality to Alleviate Common Misconceptions about Natural Selection. Thèse de doctorat. Arizona State University.
Hewson, M. G. et Hewson, P. W. (1983). Effect of instruction using students' prior knowledge and conceptual change strategies on science learning. Journal of Research in Science Teaching, 20(8), 731-743.
Hoffman, A. et Holzhuter, J. (2012). The evolution of higher education: innovation as natura selection, Dans A. Hoffman et S. Spangehl (dir.), Innovation in Higher Education: Igniting the Spark for Success, American Council on Education, Rowman & Litttlefield Publishers Inc. Lanham, MD, pp. 3-15.
Holt, E. A., Ogden, T. H. et Durham, S. L. (2018). The positive effect of role models in evolution instruction. Evolution: Education and Outreach, 11(1), 11.
Jensen, M. S., et Finley, F. N. (1997). Teaching evolution using a historically rich curriculum & paired problem solvinginstructional strategy. The American Biology Teacher, 208-212.
Jensen, L. et Konradsen, F. (2018). A review of the use of virtual reality head-mounted displays in education and training. Education & Information Technologies, 23(4), 1515–1529. https://doi.org/10.1007/s10639-017-9676-0
Kampourakis, K., et Zogza, V. (2009). Preliminary evolutionary explanations: A basic framework for conceptual change and explanatory coherence in evolution. Science & Education, 18(10), 1313-1340.
Kelemen, D. (1999). The scope of teleological thinking in preschool children. Cognition, 70(3), 241-272.
Kelemen, D., Emmons, N. A., Seston Schillaci, R. et Ganea, P. A. (2014). Young children can be taught basic natural selection using a picture-storybook intervention. Psychological science, 25(4), 893-902.
Khourey-Bowers, C. (2006). Structured academic controversy: A peaceful approach to controversial issues. The American Biology Teacher, 68(5).
Lajoie, S. P., Pekrun, R., Azevedo, R. et Leighton, J. P. (2020). Understanding and measuring emotions in technology-rich learning environments. Learning and Instruction, 70, 101272.
Legare, C. H., Opfer, J. E., Busch, J. T. et Shtulman, A. (2018). A field guide for teaching evolution in the social sciences. Evolution and Human Behavior, 39(3), 257-268.
Lenoir, Y. (2018). Guide d’accompagnement à la recherche. Un outil de réflexion sur les termes et expressions liés à la recherche scientifique, 2e éd. revue et augmentée. Québec, cursus universitaire.
Lewis, F., Plante, P., & Lemire, D. (2021). Pertinence, efficacité et principes pédagogiques de la réalité virtuelle et augmentée en contexte scolaire : une revue de littérature. Médiations Et médiatisations, (5), 11-27. https://doi.org/10.52358/mm.vi5.161
Loiselle, J. (2001). La recherche-développement en éducation : sa nature et ses caractéristiques. Dans M. Anadon (dir.), Nouvelles dynamiques de recherche en éducation (p. 77-97). Les Presses de l’Université Laval.
Matthews, D. (2001). Effect of a curriculum containing creation stories on attitudes about evolution. The American Biology Teacher, 404-409.
Mikropoulos, T. A., et Natsis, A. (2011). Educational virtual environments: A ten-year review of empirical research (1999-2009). Computers & Education, 56(3), 769-780.
Moore, R., Mitchell, G., Bally, R., Inglis, M., Day, J., & Jacobs, D. (2002). Undergraduates' understanding of evolution: ascriptions of agency as a problem for student learning. Journal of Biological Education, 36(2), 65-71.
Nadelson, L., Culp, R., Bunn, S., Burkhart, R., Shetlar, R., Nixon, K., et Waldron, J. (2009). Teaching evolution concepts to early elementary school students. Evolution: Education and Outreach, 2(3), 458-473.
Nehm, R. H. et Schonfeld, I. S. (2007). Does increasing biology teacher knowledge of evolution and the nature of science lead to greater preference for the teaching of evolution in schools? Journal of Science Teacher Education, 18(5), 699-723.
Nelson, C. E. (2008). Teaching evolution (and all of biology) more effectively: strategies for engagement, critical reasoning, and confronting misconceptions. American Zoologist, 48(2), 213-225.
Nieswandt, M., et Bellomo, K. (2009). Written extended-response questions as classroom assessment tools for meaningful understanding of evolutionary theory. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 46(3), 333-356.
Passmore, C. et Stewart, J. (2002). A modeling approach to teaching evolutionary biology in high schools. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 39(3), 185-204.
Puaud, M. (2018). Pédagogies actives : mode d’emploi.
Pugh, K. J. (2002). Teaching for transformative experiences in science: An investigation of the effectiveness of two instructional elements. Teachers College Record, 104(6), 1101-1137.
Pugh, K. J., Linnenbrink-Garcia, L., Koskey, K. L., Stewart, V. C., et Manzey, C. (2010). Teaching for transformative experiences and conceptual change: A case study and evaluation of a high school biology teacher's experience. Cognition and Instruction, 28(3), 273-316.
Prastiwi, M., Kartowagiran, B., Susantini, E. (2020). Assessing using technology: Is electronic portfolio effective to assess the scientific literacy on evolution theory. International Journal of Emerging Technologies in Learning (iJET), 15(12), 230-243.
Prinou, L., Halkia, L. et Skordoulis, C. (2011). The inability of primary school to introduce children to the theory of biological evolution. Evolution: Education and Outreach, 4(2), 275-285.
Roseman, J. E., Stern, L., Koppal, M. (2010). A method for analyzing the coherence of high school biology textbooks. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 47(1), 47-70.
Rosengren, K.S., Brem, S.K., Evans, E.M. et Sinatra, G.M. (2012). Evolution challenges: Integrating research and practice in teaching and learning about evolution. Oxford University Press.
Rudolph, J. L., et Stewart, J. (1998). Evolution and the nature of science: On the historical discord and its implications for education. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 35(10), 1069-1089.
Sánchez Tapia, I., Krajcik, J. et Reiser, B. (2018). “We do not know what is the real story anymore”: Curricular contextualization principles that support indigenous students in understanding natural selection. Journal of Research in Science Teaching, 55(3), 348-376.
Scharmann, L. C. (2005). A proactive strategy for teaching evolution. The American Biology Teacher, 67(1), 12-16.
Serdyukov, P. (2017). Innovation in education: what works, what doesn’t, and what to do about it? Journal of Research in Innovative Teaching & Learning, 10(1), 4-33.
Shtulman, A. et Calabi, P. (2012). Cognitive constraints on the understanding and acceptance of evolution. Dans K.S. Rosengren, S.K. Brem, E.M. Evans, et G.M. Sinatra (dir.) Evolution challenges: Integrating research and practice in teaching and learning about evolution. Cambridge, UK: Oxford University Press, 47-65.
Shtulman, A. et Walker, C. (2020). Developing an Understanding of Science. Annual Review of Developmental Psychology, 2, 111-132.
Siani, M., Stahi-Hitin, R., et Yarden, A. (2022). Student opposition to learning evolution and How teachers deal with this following a teacher training course. Journal of Science Teacher Education, 1-22.
Sinatra, G. M. et Pintrich, P.R. (2003). Intentional conceptual change. Routledge.
Sinatra, G. M., Brem, S. K., et Evans, E. M. (2008). Changing minds? Implications of conceptual change for teaching and learning about biological evolution. Evolution: Education and outreach, 1(2), 189-195.
Smith, M. U. (2010). Current status of research in teaching and learning evolution: II. Pedagogical issues. Science & Education, 19(6), 539-571.
Smith, M. U., et Scharmann, L. (2008). A multi-year program developing an explicit reflective pedagogy for teaching pre- service teachers the nature of science by ostention. Science & Education, 17(2), 219-248.
Smith, M. U., et Scharmann, L. C. (1999). Defining versus describing the nature of science: A pragmatic analysis for classroom teachers and science educators. Science education, 83(4), 493-509.
Stebbins, R. C. et Allen, B. (1975). Simulating evolution. The American Biology Teacher, 37(4), 206-211.
Stern, L. et Roseman, J. E. (2004). Can middle-school science textbooks help students learn important ideas? Findings from Project 2061’s curriculum evaluation study: Life science. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 41(6), 538-568.
Strike, K. A. et Posner, G. J. (1992). A revisionist theory of conceptual change. Philosophy of science, cognitive psychology, and educational theory and practice, 176.
Thouin, M. (2020). La didactique : essentielle, mais menacée. Didactique, 1(1), 61-86.
Wörner, S., Kuhn, J., et Scheiter, K. (2022). The best of two worlds: a systematic review on combining real and virtual experiments in science education. Review of Educational Research, 92(6), 911-952.