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LRationality is not always present when it comes to environmental issues. According to the last one barometer of critical thinking published by Universcience, three quarters of the French do not consider ecology primarily a science.
However, we are going through an unprecedented environmental crisis that requires deep, systemic, individual and collective transformations in our lifestyles and our values.
Only a rational understanding of the world will allow individuals to choose them and not have them imposed on them. Therefore, it is necessary to urgently strengthen the teaching of scientific ecology.
Ecology is a science that studies living things and their interactions with each other and with their environment.
It sheds light on the connections between human activities and the functioning of ecosystems by articulating concepts of geography, economics, history and biology, borrowing especially from mathematics, computer science, physics and chemistry.
In short, scientific ecology unites the humanities, social sciences and natural sciences. Therefore, it is legitimate for the school to give it a central place.
This is now the case in school programs despite the insufficient volume per hour (one and a half SVT per week in the 2from and if it is a specialty four hours in 1D and six hours in the final year).
However, when it comes to teaching ecology, teachers face numerous logistical and intellectual challenges. These programs deal with newer and complex concepts, requiring significant investment by teachers and their supervisors in initial and ongoing training.
Teaching ecology also requires combining knowledge from different disciplines and positioning them in relation to one’s own beliefs and the beliefs of students.
However, teacher education, which is already exhausted of its naturalistic and disciplinary contents, leaves little room for epistemology and interdisciplinarity.
Teachers are poorly prepared to manage the organizational constraints of an educational field trip, and inspection reports show a decline in green classrooms and other science discovery devices.
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