Impact of ecological exploration processes on the development of scientific investigation approach (DIS) and personal action projects among high school students: A tool for reflection on classroom practices Case of an ecological school trip in a natural environment

point of view, that the types of constraints and suggestions by field observations, through the different stages are not accomplished, which blocks the completion of the cycle of realization of the DIS in terms of SVT.

The analysis of the study data, we noted that a high efficiency was revealed in the phase of exploration and formulation of the problems investigated by the students.

The second major register of analysis focuses on the experimental phase, that is to say the development of an experimental protocol of the investigation, we noted a timid mobilization of subjective experience and the putting into play of a clear and methodical experimental plan, which shows the importance given to learning the empirical-inductive investigation approach.

Finally, with regard to the phase of regulation and evaluation based on the implementation of a hypothetical-deductive approach, which calls for the questioning and construction of knowledge through active experimentation Kolb (1984). Our analysis revealed that half of the learners showed abilities for reasoned collaborative exchange, relevant evaluation and data synthesis in this ecological context.

Let us also note in passing that the production of this article is part of our concerns on the curricular reflection in engineering of pedagogical and didactic devices in svt "scientific skills DIS", in order to share with school actors our reflections on a central question of learning and teaching approaches to scientific investigation. From the outset, the study does not claim to provide a recipe for a supposed "idealized" DIS procedure to be routinely applied in the classroom. It is above all a conceptual and methodological tool, which proposes avenues for reflection based on the analysis of the most important publications in scientific awakening and their integration into teaching practices.

Conflict of interest

The authors declare no potential conflict of interest regarding the publication of this work. In addition, the ethical issues including plagiarism, informed consent, misconduct, data fabrication and, or falsification, double publication and, or submission, and redundancy have been completely witnessed by the authors.

Funding

The author(s) received no financial support for the research, authorship, and/or publication of this article