000			02500nam a22002777a 4500
003			OSt
005			20241016111007.0
008			241016b |||||||| |||| 00| 0 eng d
022			_a0021-9266
040			_cDSSC
082			_aPer/572/M566/2016
100			_aMetioui, Abdeljalil _911595
130			_aJournal of Biological Education _911209
245			_aThe teaching of photosynthesis in secondary school: A history of the science approach _cby Abdeljalil Metioui, Matoussi and Louis Trudel
300			_a275-289
336			_atext
337			_aunmediated
338			_avolume
440			_v50(3) _x0021-9266
500			_aIn this article we present a synthesis of the research affecting pupils' conceptions of photosynthesis and plant nutrition. The main false conceptions of the pupils identified in this literature review are: that green plants find their food in the soil; that water and mineral salts are sufficient to the growth of a plant; the role of chlorophyll, where the transformation of luminous energy into chemical energy never evoked; and air as a source of matter, which is never underlined. Secondly, we are going to see that several of these false conceptions have been developed during history. For example, the famous philosopher Aristotle (384-322 BC) thought that plants receive their food from the soil already elaborated. Several centuries later, the physician and chemist Van Helmont (1677-1644) added more precision to Aristotle's conception while claiming that plants use only water for their growth. Finally, we will see that the analysis of the false theories developed during history will permit in a context of teaching to valorize the false conceptions of the pupils. Indeed, the history of the sciences could incite a teacher to valorize his pupils' false conceptions while considering them as an indication of difficulties that deserve particular pedagogical and didactic tools. The false conceptions constructed by the pupils don't have to be ignored in a teaching context because they obey particular reasoning rules, sometimes similar to those that once guided some scientific steps. This view, drawing on false conceptions developed during history, gives a dynamic and human picture of the science very distant from the one sometimes carried on by dogmatic teaching.
650		0	_aPhotosynthesis _911596
650		0	_aPhotosynthesis-History _911597
700			_aMatoussi, Fathi _911598
700			_aTrudel, Louis _911599
942			_2ddc _cPINDEX
999			_c8317 _d8317