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ERIC Number: EJ924539
Record Type: Journal
Publication Date: 2007-Oct
Pages: 16
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-0926-7220
An Epistemological Approach to French Syllabi on Human Origins during the 19th and 20th Centuries
Quessada, Marie-Pierre; Clement, Pierre
Science & Education, v16 n9-10 p991-1006 Oct 2007
This study focuses on how human origins were taught in the French Natural Sciences syllabuses of the 19th and 20th centuries. We evaluate the interval between the publication of scientific concepts and their emergence in syllabuses, i.e., didactic transposition delay (DTD), to determine how long it took for scientific findings pertaining to our topic to be introduced in teaching. Conceptions were categorised into four successive periods, each of which lasted approximately half a century. We showed that the DTD on human origins was influenced in each period by the conceptions of the curriculum developers, by the educational system and, more generally, by the socio-political context.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A