Résumés
Résumé
La littératie, constituée d’un ensemble de pratiques sociales où l’individu se représente le monde et communique avec les autres, comprend plusieurs formes, dont la littératie académique. Celle-ci, pour se développer pleinement, doit être étayée par des activités pédagogiques pertinentes. Or, les élèves écrivent peu au secondaire, et encore moins dans les cours de sciences. Pourtant, la langue, particulièrement écrite, est un outil indispensable à l’acquisition et à la transmission des savoirs scientifiques. En outre, les pratiques langagières en usage dans les communautés discursives que forment les scientifiques privilégient certains genres et types de textes, qui possèdent leurs caractéristiques linguistiques et textuelles. Or, celles-ci font rarement l’objet d’un enseignement explicite dans les cours de sciences. Par ailleurs, les évaluations nationales et internationales ont mis en évidence des différences importantes en sciences, en lecture et en écriture entre les minorités linguistiques ou culturelles et les groupes majoritaires au Canada et ailleurs. Ces divers constats militent en faveur d’un enseignement explicite des stratégies d’écriture, tant cognitives que métacognitives, qui ont, comme le montrent de nombreuses recherches, une grande incidence sur la qualité de l’écriture des élèves en sciences. Cette écriture relève par ailleurs de deux fonctions: instrumentale, à des fins de communication d’information à autrui, et épistémique, à des fins d’apprentissage. Dans cette double perspective, stratégique et fonctionnelle, l’article présente une vaste gamme de tâches d’écriture en sciences, significatives pour les élèves, telles que résumé, journal de bord et textes descriptif, explicatif et argumentatif, mettant l’accent, entre autres, sur la réflexion des élèves sur les concepts scientifiques. Un cadre conceptuel pour faciliter le développement de tâches d’écriture variées en sciences est également présenté. L’écriture en sciences s’avère un outil indispensable, non seulement pour renforcer les compétences des élèves en littératie, mais également pour bonifier leur culture scientifique et, plus fondamentalement, pour leur donner une représentation plus exacte des sciences comme moyen de connaissance du monde.
Abstract
Literacy—made up of an array of social practices whereby individuals form their view of the world and communicate with others—takes several forms. One of these is academic literacy. To develop fully, academic literacy must be supported by appropriate educational activities. However, students do very little writing in secondary school—and even less in science classes. And yet, language—particularly written language—is an essential tool for acquiring and passing along scientific knowledge. Moreover, linguistic practices in use in the discursive communities that form among scientists favour certain kinds and types of writing, which have their own linguistic and textual characteristics. Ironically, these types of writing are seldom explicitly taught in science courses. Moreover, national and international assessments have revealed significant differences in science, reading, and writing between members of linguistic or cultural minorities and the groups that make up the majority—both in Canada and elsewhere. These observations serve as arguments for explicitly teaching writing strategies (both cognitive and meta-cognitive). These writing strategies, as is supported by a wide body of research, have a great impact on the quality of writing produced by science students. Moreover, this writing tends to have one of two functions—either instrumental, that is, for purposes of conveying information to others; or epistemic, that is for learning purposes. Working from this two-fold perspective (strategic and functional), this article presents a wide variety of writing tasks in the sciences that are meaningful to the students—for example, writing an abstract; keeping a logbook; and producing descriptive, explanatory, and persuasive writing emphasizing (among other things) students’ reflections on scientific concepts. A conceptual framework to facilitate development of a variety of writing tasks in the sciences is also presented. Writing in the sciences proves to be an essential tool, not only for reinforcing the competencies of students in literacy, but also for improving their scientific culture and, more fundamentally, for giving them a more precise representation of the sciences as a means of attaining knowledge of the world.
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