In each session, our goal is to keep in mind the general guideline of the SSIBL approach (each tool of the démarche d’enquête is used in a problematized and contextualized situation which creates the pedagogical interest of the inquiry activity).
The interest of the TPD is also to bring some elements answering to problematic questions linked to SSIBL teaching, as pluridisciplinarity, professional deontology (and specifically the question of teachers’ neutrality), authenticity of the contents, links between knowledge and values, etc.
This last point is important to make the TPD as reflexive as possible for the trainers and for the public of the course. Teachers have to choose an SAQ linked to the global question “which agriculture(s) to feed humanity?”.
The TPD courses addresses seven main objectives, as follows:
- Understand the essential aspects of the SSIBL framework and be able to discern and explain the differences of this approach (in which the process is more important than the result) as compared to other pedagogical approaches
- Understand the nature of SSI/SAQ in particular open-ended, complex and uncertain questions
- Understand the educational stakes of the démarche d’enquête, as a proactive and not retroactive approach in which the exploration of acceptable future is scientifically and socially grasped
- Understand how to integrate SSIBL approach within educational curriculum that develop interdisciplinary approaches
- Identify science modules from their national curriculum, which can be adapted according to the SSIBL framework
- Develop (and implement) SSIBL-based activities (cartography, media analysis, integration out-of-school stakeholders, on-line & face-to-face interactions, etc.) in their science classrooms
- Be part of a learning community and identify areas for further professional development considering skills and deontological position in relation to teaching based on SSIBL.
We focus the evaluation of this TPD on i) the comprehension of the démarche d’enquête (educational stakes, pedagogical strategy, aimed skills), ii) the tangibility of the démarche d'enquête for the teachers as a different approach compared to the more classical scientific inquiry approach, iii) the potential of the TPD to enhance the willpower to implement such approach in the classrooms, and iiii) the perception of course participants of the skills they have built to pilot such classrooms activities.
To evaluate these elements, we collect data:
- by analysing the deepening of reasoning and quality of argumentation of the teams’ productions,
- with the testimony of teacher trainers about the involvement of course participants in the démarche d’enquête,
- through collective oral debriefing with course participants,
- through the participants’ answers to an anonymous questionnaire