6533b857fe1ef96bd12b41ae

RESEARCH PRODUCT

Study of explicit instruction and structured inquiry methods on knowledge acquisition and conceptual change in science learning

subject

description

International audience; This study compares two pedagogical methods: explicit instruction and structured inquiry methods. We question the effectiveness of the two learning methods to acquire scientific knowledge and to modify learner conceptions. Do explicit instruction and structured inquiry methods have the same impact on the learning of science? If not, why?The results of this work show that explicit instruction and structured inquiry methods increase strongly acquisition of knowledge and improve weakness conception.So these two methods are same positive effects on acquisition of scientific knowledge but they are also the same negative results on evolution of conceptions because the conceptual representations are not improved. The “allosteric model”, proposed by Giordan, seems to be an alternative didactical model which could constitute a different approach to learn science within a systemic and antagonist learning environment to transform the learner conception.