The Role Played by Contributory Scientific Disciplines in Technical Programs : A Didactic Question
From the perspective of chemistry as a contributory discipline, a teacher shares her reflections on the contextualization of this discipline in her teaching, a course in respiratory therapy. After discovering that ministerial specifications include no competency in chemistry, even though it is essential to the practice of the profession of respiratory therapist, the author realizes that she must find a way to make the students understand the link between their professional practice and their chemistry course. After relating her initiation process in respiratory therapy, including visits to hospitals and consultation with her respiratory therapist colleagues, the author presents an integrating diagram, in which each notion is linked to a practical application. Based on this experience, she concludes that in order to choose course contents correctly and for the subsequent learning to achieve its full meaning for students, the teacher must be willing to explore the professional environment in which these contents will be implemented. Thanks to their openness and collaboration, her colleagues in the technical program played a major role in this process.
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