In this paper , we shall discuss, theoretically, obstacles and explanatory register to understand how to build a problem in science, especially when using time in coupling geology and biology. We shall also explain time in its geologic and didactic approaches. We try to understand the incommensurability of time and its infinitesimal division when using it to demonstrate a relationship between biology and geology. In literature, time is divided into three types: deep, sagittal or cyclic. Which types of time is used by students and teachers? Educationally, we seek to answer these questions: which obstacles students and teachers are faced with when they use to a type of time? Do students and teachers work in the same explanatory register when they relate time to other concepts
{"title":"Using time by students and teachers: obstacles and explanatory register in coupling biology-geology","authors":"Youssef Boughanmi","doi":"10.26220/REV.2290","DOIUrl":"https://doi.org/10.26220/REV.2290","url":null,"abstract":"In this paper , we shall discuss, theoretically, obstacles and explanatory register to understand how to build a problem in science, especially when using time in coupling geology and biology. We shall also explain time in its geologic and didactic approaches. We try to understand the incommensurability of time and its infinitesimal division when using it to demonstrate a relationship between biology and geology. In literature, time is divided into three types: deep, sagittal or cyclic. Which types of time is used by students and teachers? Educationally, we seek to answer these questions: which obstacles students and teachers are faced with when they use to a type of time? Do students and teachers work in the same explanatory register when they relate time to other concepts","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"10 1","pages":"79-104"},"PeriodicalIF":0.0,"publicationDate":"2016-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69266136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper focuses on the theme of professional knowledge mobilized by teachers at elementary school in teaching sciences. This study was conducted in the context of the teaching of electricity in grade 5 and in grade 4 in France. It comes to analyzing teachers' knowledge acquisition mechanisms. The theoretical approach articulates science didactics and professional didactics as well as on a methodology that we developed specifically for this research. Unexpected events lead to a short regulation loop which allows the teacher to adjust his preparation. During this regulation, new professional knowledge is acquired. This study identifies some elements concerning the acquisition of professional experience.
{"title":"Des processus d’acquisition de connaissances professionnelles chez deux professeurs des écoles lors d'un enseignement de sciences","authors":"A. Jameau","doi":"10.26220/rev.2692","DOIUrl":"https://doi.org/10.26220/rev.2692","url":null,"abstract":"This paper focuses on the theme of professional knowledge mobilized by teachers at elementary school in teaching sciences. This study was conducted in the context of the teaching of electricity in grade 5 and in grade 4 in France. It comes to analyzing teachers' knowledge acquisition mechanisms. The theoretical approach articulates science didactics and professional didactics as well as on a methodology that we developed specifically for this research. Unexpected events lead to a short regulation loop which allows the teacher to adjust his preparation. During this regulation, new professional knowledge is acquired. This study identifies some elements concerning the acquisition of professional experience.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"10 1","pages":"29-53"},"PeriodicalIF":0.0,"publicationDate":"2016-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69266377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents a case study of a researcher in physics of granular matters who is explaining to a visitor the experimental research conducted in his lab. We consider the situation as a didactic transaction. We refer to the theoretical framework of the Joint Action Theory in Didactics, and of resources systems of teachers. The central data we analyze are videos shot during the visit. We collect data such as scientific productions of the researcher (posters, papers and thesis). We analyze how the researcher organizes resources, how he introduces knowledge in the ‘milieu’ to communicate his scientific activity and his results, to a public of non-science specialists. We show the relationship between didactic contract and didactic “milieu”, and we show their evolution in a very short episode.
{"title":"Visite guidée d’un laboratoire de physique, une situation didactique","authors":"C. Goujon","doi":"10.26220/rev.2779","DOIUrl":"https://doi.org/10.26220/rev.2779","url":null,"abstract":"This paper presents a case study of a researcher in physics of granular matters who is explaining to a visitor the experimental research conducted in his lab. We consider the situation as a didactic transaction. We refer to the theoretical framework of the Joint Action Theory in Didactics, and of resources systems of teachers. The central data we analyze are videos shot during the visit. We collect data such as scientific productions of the researcher (posters, papers and thesis). We analyze how the researcher organizes resources, how he introduces knowledge in the ‘milieu’ to communicate his scientific activity and his results, to a public of non-science specialists. We show the relationship between didactic contract and didactic “milieu”, and we show their evolution in a very short episode.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"11 1","pages":"71-91"},"PeriodicalIF":0.0,"publicationDate":"2016-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69266541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kaliopi Meli, Dimitris Koliopoulos, Kostas Lavidas, George Papalexiou
The present study refers to second year (16-17 years old) upper secondary school students’ conceptions on elementary thermodynamics and especially the First Law of Thermodynamics (FLT). This paper focuses on students’ explanations of a real situation representing an adiabatic compression and their forms of reasoning in providing explanations. We used descriptive statistics and hierarchical cluster analysis in order to process students’ answers. The main results were that (a) the vast majority of the responses consisted of alternative frameworks, namely FLT is highly disregarded among the students, (b) the students provided confused explanations that entangle diverse physics models and/or referred to the phenomenology of the situation and (c) linear causal reasoning was the prevailing way for providing explanations, although it was inadequate for this physics level.
{"title":"Upper secondary school students’ understanding of adiabatic compression","authors":"Kaliopi Meli, Dimitris Koliopoulos, Kostas Lavidas, George Papalexiou","doi":"10.26220/REV.2777","DOIUrl":"https://doi.org/10.26220/REV.2777","url":null,"abstract":"The present study refers to second year (16-17 years old) upper secondary school students’ conceptions on elementary thermodynamics and especially the First Law of Thermodynamics (FLT). This paper focuses on students’ explanations of a real situation representing an adiabatic compression and their forms of reasoning in providing explanations. We used descriptive statistics and hierarchical cluster analysis in order to process students’ answers. The main results were that (a) the vast majority of the responses consisted of alternative frameworks, namely FLT is highly disregarded among the students, (b) the students provided confused explanations that entangle diverse physics models and/or referred to the phenomenology of the situation and (c) linear causal reasoning was the prevailing way for providing explanations, although it was inadequate for this physics level.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"10 1","pages":"131-147"},"PeriodicalIF":0.0,"publicationDate":"2016-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69266511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Alice Delserieys-Pedregosa, Maria Antonietta Impedovo, G. Fragkiadaki, M. Kampeza
Τhis paper aims at exploring children’s ideas concerning shadow formation as they are expressed through their drawings. A qualitative research approach was adopted using two sets of data (89 drawings in total) collected over a period of 6 months in two kindergartens, one in France and a second in Greece. The drawings in each group were realised using similar instructions defined jointly by the team of researchers. The indicators that were used to analyze the drawings can be aggregated in four categories: presence of the three entities needed to represent the phenomenon of shadow formation, shadow characteristics, alignment, and nature of light. Results are presented not with the intention of comparison of the two groups, but with the disposition of highlighting the diversity of categories that emerged. Findings and educational implications for science at kindergartens are thoroughly discussed.
{"title":"Using drawings to explore preschool children’s ideas about shadow formation","authors":"Alice Delserieys-Pedregosa, Maria Antonietta Impedovo, G. Fragkiadaki, M. Kampeza","doi":"10.26220/REV.2778","DOIUrl":"https://doi.org/10.26220/REV.2778","url":null,"abstract":"Τhis paper aims at exploring children’s ideas concerning shadow formation as they are expressed through their drawings. A qualitative research approach was adopted using two sets of data (89 drawings in total) collected over a period of 6 months in two kindergartens, one in France and a second in Greece. The drawings in each group were realised using similar instructions defined jointly by the team of researchers. The indicators that were used to analyze the drawings can be aggregated in four categories: presence of the three entities needed to represent the phenomenon of shadow formation, shadow characteristics, alignment, and nature of light. Results are presented not with the intention of comparison of the two groups, but with the disposition of highlighting the diversity of categories that emerged. Findings and educational implications for science at kindergartens are thoroughly discussed.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"11 1","pages":"55-69"},"PeriodicalIF":0.0,"publicationDate":"2016-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69266523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nowadays, sex education takes part in the development of the citizenship values and it contributes to public health. It participates not only to the biological and medical dimensions, but also to the psychological and social dimensions. Teachers play a key role in the sexual health education . This paper analyses the teachers’ and future teachers' conceptions about sex education from three Maghreb countries: Tunisia, Morocco, and Algeria. Data were obtained from a questionnaire elaborated and validated in the European BIOHEAD-Citizen research project. Responses were received from 1306 teachers from the three countries who completed the questionnaire. The multivariate statistical analyses employed in the present study permit us to identify important differences and some convergences between the three countries. This analysis show also significant correlations between teachers’ conceptions about sex education and their religious and political opinions. The teacher’s conceptions and values about sex education (for example abortion or homosexuals' rights) vary significantly from country to country but they also vary according to religious beliefs and the level of religious practice. Other differences are related to the age at which certain topics of sexual education should be taught for the first time at school by teachers and/or external specialists. The discussion compares these results to those obtained in France from the same questionnaire, showing homogeneity of the three countries, beyond their differences. Finally, the implications of these findings for teachers training and the issues for implementing the most effective sex education in the three countries were discussed.
{"title":"L’éducation à la sexualité : conceptions d’enseignants et futurs enseignants de trois pays maghrébins (Tunisie, Maroc, Algérie)","authors":"Sami Abdelli, P. Clément","doi":"10.26220/REV.2252","DOIUrl":"https://doi.org/10.26220/REV.2252","url":null,"abstract":"Nowadays, sex education takes part in the development of the citizenship values and it contributes to public health. It participates not only to the biological and medical dimensions, but also to the psychological and social dimensions. Teachers play a key role in the sexual health education . This paper analyses the teachers’ and future teachers' conceptions about sex education from three Maghreb countries: Tunisia, Morocco, and Algeria. Data were obtained from a questionnaire elaborated and validated in the European BIOHEAD-Citizen research project. Responses were received from 1306 teachers from the three countries who completed the questionnaire. The multivariate statistical analyses employed in the present study permit us to identify important differences and some convergences between the three countries. This analysis show also significant correlations between teachers’ conceptions about sex education and their religious and political opinions. The teacher’s conceptions and values about sex education (for example abortion or homosexuals' rights) vary significantly from country to country but they also vary according to religious beliefs and the level of religious practice. Other differences are related to the age at which certain topics of sexual education should be taught for the first time at school by teachers and/or external specialists. The discussion compares these results to those obtained in France from the same questionnaire, showing homogeneity of the three countries, beyond their differences. Finally, the implications of these findings for teachers training and the issues for implementing the most effective sex education in the three countries were discussed.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"10 1","pages":"65-92"},"PeriodicalIF":0.0,"publicationDate":"2016-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69266291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper attempts to answer the questions as to what are the chief transactional strategies for negotiating ethical issues in high school biology classroom. One of the major aims of the paper is to highlight the components of teachers’ pedagogical content knowledge (PCK) reflected in their transaction of ethical issues. Using the ethical matrix and Toulmin’s model of scientific argumentation the paper dissects three case studies. It was found that teachers’ knowledge of argumentation (KArg) and knowledge about ethics (KET) are the components of PCK that can significantly affect teachers’ arguments related to ethical issues. The quality of teachers’ arguments varies and is contingent upon their beliefs about a technology, knowledge about argumentation, and notions about ethics. Implications are broadly drawn for science teacher education at high school level; mode of presentation of ethical issues in the classroom, textbook writers and curriculum designers.
{"title":"Negotiating ethical issues in Biology: three case studies","authors":"Astha Saxena, A. Behari","doi":"10.26220/REV.2266","DOIUrl":"https://doi.org/10.26220/REV.2266","url":null,"abstract":"This paper attempts to answer the questions as to what are the chief transactional strategies for negotiating ethical issues in high school biology classroom. One of the major aims of the paper is to highlight the components of teachers’ pedagogical content knowledge (PCK) reflected in their transaction of ethical issues. Using the ethical matrix and Toulmin’s model of scientific argumentation the paper dissects three case studies. It was found that teachers’ knowledge of argumentation (KArg) and knowledge about ethics (KET) are the components of PCK that can significantly affect teachers’ arguments related to ethical issues. The quality of teachers’ arguments varies and is contingent upon their beliefs about a technology, knowledge about argumentation, and notions about ethics. Implications are broadly drawn for science teacher education at high school level; mode of presentation of ethical issues in the classroom, textbook writers and curriculum designers.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"10 1","pages":"39-64"},"PeriodicalIF":0.0,"publicationDate":"2016-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69266592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
hélène cheneval-arMand, Maria Antonietta Impedovo, hélène cheneval-arMand, Maria Antonietta Impedovo
The article is set within the framework of teacher professional development. The research presented in this paper aims investigating the learning trajectory of a student teacher during practical experience. To understand the process of learning trajectories of the student teacher, we observed and analysed three video sessions: the first records the student teacher in a real classroom at a vocational high school in Electronics, Energy and Communicating (ELEEC). The lesson was attended by 12 male students, with an average age of 17, enrolled in the last year of vocational high school; the second video records a meeting between the student teacher with the university trainer; and the third video shows a meeting with the senior teacher. The videos and field notes were collected and qualitatively analysed by two researchers. The aim of this analysis was to single out the dimensions able to give an account of the learning trajectory of the student teacher toward their professional development as a teacher. Eight indicators were found and they were grouped into three dimensions able to describe the process of gradually gaining expertise.
{"title":"Learning trajectories and professional development: student teacher in electrical engineering","authors":"hélène cheneval-arMand, Maria Antonietta Impedovo, hélène cheneval-arMand, Maria Antonietta Impedovo","doi":"10.26220/REV.2288","DOIUrl":"https://doi.org/10.26220/REV.2288","url":null,"abstract":"The article is set within the framework of teacher professional development. The research presented in this paper aims investigating the learning trajectory of a student teacher during practical experience. To understand the process of learning trajectories of the student teacher, we observed and analysed three video sessions: the first records the student teacher in a real classroom at a vocational high school in Electronics, Energy and Communicating (ELEEC). The lesson was attended by 12 male students, with an average age of 17, enrolled in the last year of vocational high school; the second video records a meeting between the student teacher with the university trainer; and the third video shows a meeting with the senior teacher. The videos and field notes were collected and qualitatively analysed by two researchers. The aim of this analysis was to single out the dimensions able to give an account of the learning trajectory of the student teacher toward their professional development as a teacher. Eight indicators were found and they were grouped into three dimensions able to describe the process of gradually gaining expertise.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"10 1","pages":"93-114"},"PeriodicalIF":0.0,"publicationDate":"2016-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69266610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present research questions the cognitive work of French upper secondary school students (14-15 years old) during a debate in science class. The debate is based on experimental manipulations related to bloodstream. The study follows the types of reasoning and the notion of truth brought by students and their cognitive displacement. For that, it uses indicators such as modelling and problematisation based on the study of language interactions used by the students considered. The importance of a debate during an empiric experimental situation in biology in the classroom is highlighted. The introduction of a discursive phase in such an experimental situation promoted the articulation between description, explanation and argumentation, and as a consequence, the construction of more elaborate hypotheses and explanatory models that were subjected to critic and experimentation.
{"title":"Débattre pour apprendre en sciences expérimentales : le cas de la circulation sanguine","authors":"F. Saïd, Alice Delserieys-Pedregosa","doi":"10.26220/REV.2314","DOIUrl":"https://doi.org/10.26220/REV.2314","url":null,"abstract":"The present research questions the cognitive work of French upper secondary school students (14-15 years old) during a debate in science class. The debate is based on experimental manipulations related to bloodstream. The study follows the types of reasoning and the notion of truth brought by students and their cognitive displacement. For that, it uses indicators such as modelling and problematisation based on the study of language interactions used by the students considered. The importance of a debate during an empiric experimental situation in biology in the classroom is highlighted. The introduction of a discursive phase in such an experimental situation promoted the articulation between description, explanation and argumentation, and as a consequence, the construction of more elaborate hypotheses and explanatory models that were subjected to critic and experimentation.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"10 1","pages":"105-129"},"PeriodicalIF":0.0,"publicationDate":"2016-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69266222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
María Rita Otero, María Paz Gazzola, Viviana Carolina Llanos, M. Arlego
This work shows the results of a research carried out in secondary school and university developing a co-disciplinary Research and Study Course (RSC) on questions connected to Physics and Mathematics in different groups. We present preliminary results of the RSC developed in three different groups: science education researchers, N=25 Mathematics teacher students (training teachers of Mathematics) at University, and N= 68 secondary school students. The development and scope of the RSC in each group is described by using the RSC components as defined by Chevallard’s Anthropological Theory of Didactics (ATD). Furthermore, a short description of the Praxeological Model of Reference is presented. This model was built by the researchers group in order to reply to the generative question, unknown in the beginning, and to anticipate and to conceive the evolution of the possible SRC in each institution. Some general results in each group are discussed and some conclusions concerning the ecology of the pedagogy of research and questioning the world at university and secondary schools are drawn.
{"title":"Co-disciplinary Physics and Mathematics Research and Study Course (RSC) within three study groups: teachers-in-training, secondary school students and researchers","authors":"María Rita Otero, María Paz Gazzola, Viviana Carolina Llanos, M. Arlego","doi":"10.26220/REV.2315","DOIUrl":"https://doi.org/10.26220/REV.2315","url":null,"abstract":"This work shows the results of a research carried out in secondary school and university developing a co-disciplinary Research and Study Course (RSC) on questions connected to Physics and Mathematics in different groups. We present preliminary results of the RSC developed in three different groups: science education researchers, N=25 Mathematics teacher students (training teachers of Mathematics) at University, and N= 68 secondary school students. The development and scope of the RSC in each group is described by using the RSC components as defined by Chevallard’s Anthropological Theory of Didactics (ATD). Furthermore, a short description of the Praxeological Model of Reference is presented. This model was built by the researchers group in order to reply to the generative question, unknown in the beginning, and to anticipate and to conceive the evolution of the possible SRC in each institution. Some general results in each group are discussed and some conclusions concerning the ecology of the pedagogy of research and questioning the world at university and secondary schools are drawn.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"10 1","pages":"55-78"},"PeriodicalIF":0.0,"publicationDate":"2016-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69266298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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