L’enseignement des sciences est capital dès l’école primaire, mais est souvent délaissé. Les musées scientifiques peuvent palier à cette lacune en offrant des ressources éducatives concrètes, dont les programmes éducatifs. Cette recherche détermine l’impact d’une animation pédagogique de la Biosphère sur certaines conceptions d’élèves du deuxième cycle du primaire. La chercheuse a opté pour une recherche qualitative et la méthode choisie est l’étude de cas, de type exploratoire. Des élèves d’une classe ont participé à l’étude. Ils ont assisté à une visite muséale, insérée au sein d’une séquence didactique. À l’aide de plusieurs outils de collecte de données (questionnaires, entrevues et observations), la chercheuse a été en mesure d’identifier quatre niveaux de modification des conceptions d’élèves (évolution notable, une certaine évolution, stabilité des conceptions, confusion des conceptions). Enfin, elle suggère quelques pistes d’amélioration à la Biosphère afin de maximiser l’impact de la visite sur l’apprentissage des élèves. / Science education is essential in elementary school, but it is often neglected. Science museums can overcome this gap by providing practical educational resources, including educational programs. This research determines the impact of a Biosphere’s educational animation of certain conceptions of students from elementary school. The researcher chose a qualitative research and the chosen method is an exploratory case study. Students from a class have participated to this study. They attended a museum visit, insert in a didactic sequence. Using several data collection tools (questionnaires, interviews and observations), the researcher has been able to identify four levels of modified conceptions of students (significant evolution, a certain evolution, stable conceptions, confusion conceptions). Finally, she suggests some ways of improving the Biosphere’s animation to maximize the impact of the visit on student learning.

L’enseignement des sciences est capital dès l’école primaire, mais est souvent délaissé. Les musées scientifiques peuvent palier à cette lacune en offrant des ressources éducatives concrètes, dont les programmes éducatifs. Cette recherche détermine l’impact d’une animation pédagogique de la Biosphère sur certaines conceptions d’élèves du deuxième cycle du primaire. La chercheuse a opté pour une recherche qualitative et la méthode choisie est l’étude de cas, de type exploratoire. Des élèves d’une classe ont participé à l’étude. Ils ont assisté à une visite muséale, insérée au sein d’une séquence didactique. À l’aide de plusieurs outils de collecte de données (questionnaires, entrevues et observations), la chercheuse a été en mesure d’identifier quatre niveaux de modification des conceptions d’élèves (évolution notable, une certaine évolution, stabilité des conceptions, confusion des conceptions). Enfin, elle suggère quelques pistes d’amélioration à la Biosphère afin de maximiser l’impact de la visite sur l’apprentissage des élèves. / Science education is essential in elementary school, but it is often neglected. Science museums can overcome this gap by providing practical educational resources, including educational programs. This research determines the impact of a Biosphere’s educational animation of certain conceptions of students from elementary school. The researcher chose a qualitative research and the chosen method is an exploratory case study. Students from a class have participated to this study. They attended a museum visit, insert in a didactic sequence. Using several data collection tools (questionnaires, interviews and observations), the researcher has been able to identify four levels of modified conceptions of students (significant evolution, a certain evolution, stable conceptions, confusion conceptions). Finally, she suggests some ways of improving the Biosphere’s animation to maximize the impact of the visit on student learning.

Made available in DSpace on 2014-12-17T15:05:05Z (GMT). No. of bitstreams: 1 GiovanninniLFB_DISSERT_pag_1_a_118.pdf: 7226413 bytes, checksum: dc94a6ed83c5371cec55bbc2522ef23a (MD5) Previous issue date: 2014-05-26 / The use of the History and the Philosophy of Science (HPS) for the teaching of science and scientific subjects has been advocated in recent decades. It has been pointed out that the History of Science could make for a deeper learning of scientific concepts, since it would promote a contact with the problems which that knowledge has set out to solve. Furthermore, historical episodes would serve to put the discussions about the nature of scientific knowledge into context. With a view to explore those potentialities, the literature in the field has sought to identify the challenges and obstacles for the didactic transposition of subjects from the History of Science. Amongst many aspects, the deficiencies in the training of teachers, so that they can work with the insertion of HPS in the classroom have been highlighted. Another aspect that has been mentioned to be a challenge has to do with the didactic transposition of the Primary Sources, that is, of the original texts on the History of Science. The Primary Sources have significant potentialities: making a connection possible between scientists and concepts, showing the difficulties faced during scientific endeavors, perceiving the role of mistakes as obstacles to be surpassed, not as defeat, etc. On the other hand, there has been little exploration of these concepts in an educational context, due to their own peculiarities. The original texts are often hard to understand and their interpretation demands knowledge of the historical and scientific context in which they were written, as well as skills pertaining to the conduction of research in the field of the History of Science. With this scenario in mind, the research towards this Professional MSc degree starts from the challenge of elaborating and discussing proposals which could enable the didactical transposition of the Primary Sources. We have worked specifically with Primary Sources on the History of the Vacuum and of the Atmospheric Pressure, because of the insertion of these subjects in the Brazilian High School curriculum, in connection with the didactical textbooks. "Historic Journals" were made up from clippings of the original historical texts, as was a Didactical Unit, which takes the usual textbooks as a basis and contemplates using the Journals and the entire Primary Sources in High School. At last, we have elaborated and implemented a course designed for the preparation of teachers and for being an opportunity for the discussion of the feasibility of putting these kinds of proposal into practice / Tem-se advogado nas ?ltimas d?cadas a respeito da utiliza??o da Hist?ria e Filosofia da Ci?ncia para o ensino de conte?dos cient?ficos e sobre a ci?ncia. Aponta-se que a Hist?ria da Ci?ncia poderia possibilitar um aprendizado mais aprofundado dos conceitos cient?ficos, uma vez que permitiria o contato com os problemas a que esses conhecimentos buscaram resolver. Os epis?dios hist?ricos serviriam, ainda, como contextualiza??o para discuss?es a respeito da natureza do conhecimento cient?fico. Tendo em vista o interesse em explorar essas potencialidades, a literatura da ?rea tem buscado identificar os desafios e obst?culos da transposi??o did?tica da Hist?ria da Ci?ncia. Dentre muitos aspectos, as lacunas na forma??o dos professores para atuar na inser??o da HFC no Ensino t?m sido apontadas. Outro aspecto citado como desafio diz respeito ? dificuldade da transposi??o did?tica das Fontes Prim?rias, isto ?, dos textos originais da Hist?ria da Ci?ncia. As Fontes Prim?rias teriam potencialidades significativas: viabiliza??o da conex?o dos conceitos com os cientistas, visualiza??o do caminho ?rduo do empreendimento cient?fico, percep??o do o papel do erro como obst?culo a ser superado e n?o como derrota, etc. Por outro lado, esses recursos seriam ainda pouco explorados no contexto educacional devido ?s suas pr?prias peculiaridades. Os textos originais costumam ser de dif?cil leitura e sua interpreta??o requer conhecimentos a respeito do contexto hist?rico e cient?fico em que foram elaborados, bem como habilidades inerentes ? pesquisa em Hist?ria da Ci?ncia. Frente a esse cen?rio, o presente Trabalho de Conclus?o deste Mestrado Profissional parte do desafio de atuar na elabora??o e discuss?o de propostas visando a transposi??o did?tica de Fontes Prim?rias. Especificamente, trabalhou-se com Fontes Prim?rias da Hist?ria do V?cuo e da Press?o Atmosf?rica tendo em vista a sua inser??o no Ensino M?dio de forma articulada aos livros did?ticos. Foram elaborados Jornais Hist?ricos a partir de recortes dos textos hist?ricos originais, bem como uma Unidade Did?tica, que parte do material did?tico usual e contempla a utiliza??o dos Jornais e Fontes Prim?rias completas no Ensino M?dio. Elaborou-se e implementou-se, por fim, um curso voltado ? instrumenta??o de professores como espa?o de discuss?o sobre a utiliza??o desse tipo de proposta