IDÉES DES ENSEIGNANTS DU MATERNELLE PAR RAPPORT À L’APPROCHE CONSTRUCTIVISTE COMME CADRE DE L’INITIATION DES ENFANTS EN SCIENCES PHYSIQUES / KINDERGARTEN TEACHERS' IDEAS ABOUT THE CONSTRUCTIVIST APPROACH AS A FRAMEWORK FOR INTRODUCING CHILDREN TO THE PHYSICAL SCIENCES
Abstract
Cet article présente une recherche sur la question de la reconnaissance et de l'utilisation du constructivisme en tant que cadre puissant pour le développement d'activités scientifiques dans l'éducation de la petite enfance. La recherche était qualitative et a été menée avec des entretiens ouvertes et d’un questionnaire avec des institutrices expérimentées et des futures enseignantes. Les résultats de l'enquête ont montré que plusieurs futures enseignantes expérimentées et stagiaires-futures enseignantes reconnaissent généralement les caractéristiques clés du constructivisme, mais les abordent sans stabilité ni cohérence absolue. Cet article se termine par une discussion sur l'importance de la question dans le domaine de la petite enfance.
This article presents research on the issue of the recognition and use of constructivism as a powerful framework for the development of scientific activities in early childhood education. The research was qualitative and was conducted using open interviews and a questionnaire with experienced and future teachers. The results of the survey showed that many experienced future teachers and trainee-future teachers generally recognised the key characteristics of constructivism but approached them without absolute stability or consistency. The article concludes with a discussion of the importance of this issue in the field of early childhood.
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DOI: http://dx.doi.org/10.46827/ejes.v11i10.5545
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