Alors qu’un important projet (Plan d’action mathématiques et sciences de la nature (MSN) ) se met en place à Genève, notamment pour améliorer l’enseignement des sciences et corriger le déséquilibre d’attractivité des sciences qui prive la science de nombreuses cervelles brillants juste parce qu’elles sont féminines, Nature fait un dossier sur le thème « Building the 21st century scientist
Des extraits pour vous donner envie :
En présentant des méthodes dynamiques d’enseignement (une forme d’investigation qu’il ne nomme pas mais ressemble à de l’apprentissage par problème) M. Mitchell Waldrop Why we are teaching science wrong, and how to make it right fustige les sceptiques : “At this point it is unethical to teach any other way.”
Dans Reading, writing and high-energy physics Monya Baker passe en revue de nombreux programmes d’enseigment des sciences innovants depuis le primaire jusqu’à l’université
Plusieurs articles dans American Scientific (que Nature a racheté sauf erreur ) évoquent des thèmes cruciaux :
- La question de l’égalité des chances Science for all
- Comment diminuer le stress des examens Researchers find that frequent tests can boost learning
- Les nouveaux objectifs (le futur du PER ? ) définis avec le soutien de la revue Science Schools should teach science like sports Why the Next Generation Science Standards will succeed.
Comment les messageries instantanées (Whatzap etc) nous informent sur les stratégies d’apprentissage des élèves dans PISA Is your child a « group problem solver? » The PISA test will decide
- Pourquoi bachoter n’est pas efficace Why cramming gets a « C »
Why is STEM education so hard? One of the reasons is that intuition and tradition are poor guides for teaching tough topics. Leading academics offer their advice and a roadmap for a course correction in colleges and universities, but it is clear that change is happening at innovative science-focused programmes all over the world. Starting young is important. But so is continuing to learn throughout one’s career.
img Image credit: VASAVA
Building the 21st century scientist
For generations, classes in science, technology, engineering and mathematics (STEM) have been built around a steady diet of lecture-based learning. Soft skills, such as creative problem solving, critical thinking and collaboration, are often given short shrift.
Now educators and education researchers are calling for change. They argue that a slew of ‘twenty-first-century skills’, which include creativity, persistence and motivation, can and should be taught and fostered through well-designed courses. Focusing on these skills enhances students’ abilities to master and retain knowledge, and many hope that it will help to curb the alarming rate at which students who start off in STEM abandon the subjects.
Nature in collaboration with Scientific American is taking a look at the promise and challenges of bringing STEM education in line with decades of education research.
The world can no longer afford to support learning systems in which only the most capable students can thrive. Nature (15 July 2015)
Active problem-solving confers a deeper understanding of science than does a standard lecture. But some university lecturers are reluctant to change tack. Nature (15 July 2015)
A look at some of the most innovative science-education programmes from kindergarten to university. Nature (15 July 2015)
To drive discovery, scientists heading up research teams large and small need to learn how people operate, argue Charles E. Leiserson and Chuck McVinney. Nature (15 July 2015)
It is time to use evidence-based teaching practices at all levels by providing incentives and effective evaluations, urge Stephen E. Bradforth, Emily R. Miller and colleagues. Nature (15 July 2015)
Books and Arts
As government education experts call for toddler literacy, and baby apps proliferate, are we losing sight of materials-based learning? Infant scientists and young explorers thrive in the open air and through free play, eager to grasp the world — literally. Nature (15 July 2015)
Thought leaders across the globe answer one question: what is the biggest missing piece in how we educate scientists? Responses ranged from the practical to the philosophical. Nature (15 July 2015)
Aaron M. McCright, Brian W. O’Shea and colleagues offer three examples of interdisciplinary climate change-related STEM education projects. Nature Climate Change (14 July 2013)
The changing face of nanoscience education around the world. Nature Nanotechnology (07 November 2013)
At home and citizen science projects for budding researchers. Scientific American (17 July 2015)
A collaborative learning space for science. Scitable (17 July 2015)