Evolution of the practical epistemology of novice teachers in the context of a simulation-based science training program

Abstract

Difficulties in managing students' hypotheses in the context of the scientific inquiry process in the science classroom are mainly expressed during the negotiation phases. The aim of this research is to uncover possible changes in the practical epistemology of novice teachers during simulation-based training. This doctoral research Project, carried out under French- Swiss co-supervision, is based on a training course for novice teachers aimed at acquiring skills related to managing students' hypotheses, in elementary school, on the subject of blood circulation. The responses of a novice teacher before and after the simulation-based training were compared on the basis of four indicators: facets of knowledge, focus of the initial question, epistemic tasks and the six cognitive process dimension. The results allowed us to see a trend of evolution in the indicators. Based on some of the practical epistemology elements discovered in this study, we make some conjectures about the system of representation of science teaching to this novice teacher.