Our study shows the impact of one formulation of hypotheses on students' ideas and their manipulations during the handling of an inquiry based teaching on buoyancy. The same teacher taught two lessons (with and without writing previsions) to 12-13 years old students (grade 7). The analysis of videos and written works of 24 students shows that formulation of previsions favors ideas close to the physic point of view and material solutions more in agreement with it. It also, shows that students do not test their hypotheses and speak about different ideas during formulation of hypotheses and inquiry.
{"title":"Quel est l'impact d'un moment de formulation d'hypothèses sur l’investigation menée par des élèves français (grade 7, 12 ans) durant un enseignement sur la flottabilité ?","authors":"A. Boyer, Damien Givry","doi":"10.26220/rev.2313","DOIUrl":"https://doi.org/10.26220/rev.2313","url":null,"abstract":"Our study shows the impact of one formulation of hypotheses on students' ideas and their manipulations during the handling of an inquiry based teaching on buoyancy. The same teacher taught two lessons (with and without writing previsions) to 12-13 years old students (grade 7). The analysis of videos and written works of 24 students shows that formulation of previsions favors ideas close to the physic point of view and material solutions more in agreement with it. It also, shows that students do not test their hypotheses and speak about different ideas during formulation of hypotheses and inquiry.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"11 1","pages":"19-54"},"PeriodicalIF":0.0,"publicationDate":"2016-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69266172","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 some results of a research carried out in Lebanon with grade 7 students in order to test the effects of the implementation of a labwork as MBL (Microprocessor Based Laboratory) against two other more classic methods (presentation of labwork, traditional labwork). The apprenticeship course focuses on the concept of chemical reaction and especially here on some language aspects of learning. More specifically, this paper is based on a comparison between the data of the pre-test and posttest to represent the chemical reaction. Some results are consistent with a positive effect of the modality of MBL work.
{"title":"Effets de différentes modalités de mise en œuvre d’un TP sur l’apprentissage de la réaction chimique","authors":"Maria Aouad, C. Andreucci","doi":"10.26220/REV.2218","DOIUrl":"https://doi.org/10.26220/REV.2218","url":null,"abstract":"This paper presents some results of a research carried out in Lebanon with grade 7 students in order to test the effects of the implementation of a labwork as MBL (Microprocessor Based Laboratory) against two other more classic methods (presentation of labwork, traditional labwork). The apprenticeship course focuses on the concept of chemical reaction and especially here on some language aspects of learning. More specifically, this paper is based on a comparison between the data of the pre-test and posttest to represent the chemical reaction. Some results are consistent with a positive effect of the modality of MBL work.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"9 1","pages":"9-24"},"PeriodicalIF":0.0,"publicationDate":"2015-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69265970","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}
Problem solving has an important place in learning and prior learning assessment in physical sciences. It is considered nowadays as a necessary and essential activity. Several studies have shown that students find difficulties in the learning of wave phenomenon and in problem solving, both at the phenomenological level and the conceptual level. For this purpose, we propose in our work to analyze the difficulties of high school pupils in learning the mechanical waves, locate and identify the obstacles to overcome in the different stages of problem solving. For this, we have developed a questionnaire used to locate the fields of students' difficulties and identify possible causes. We carried by means of this questionnaire a survey (paper-pencil) by requesting two types of samples in secondary school, pupils and teachers. The analysis and the exploitation of investigation results have shown that pupils encounter more difficulties in: understanding the phenomenon of interference, the mobilization of mathematical tool in particular the sine function and the analysis of spatial and temporal representations (confusion).
{"title":"Résolution de problèmes et apprentissage des ondes : quels types de difficultés rencontrent les élèves ?","authors":"Brahim Mazouze, A. Lounis","doi":"10.26220/REV.2216","DOIUrl":"https://doi.org/10.26220/REV.2216","url":null,"abstract":"Problem solving has an important place in learning and prior learning assessment in physical sciences. It is considered nowadays as a necessary and essential activity. Several studies have shown that students find difficulties in the learning of wave phenomenon and in problem solving, both at the phenomenological level and the conceptual level. For this purpose, we propose in our work to analyze the difficulties of high school pupils in learning the mechanical waves, locate and identify the obstacles to overcome in the different stages of problem solving. For this, we have developed a questionnaire used to locate the fields of students' difficulties and identify possible causes. We carried by means of this questionnaire a survey (paper-pencil) by requesting two types of samples in secondary school, pupils and teachers. The analysis and the exploitation of investigation results have shown that pupils encounter more difficulties in: understanding the phenomenon of interference, the mobilization of mathematical tool in particular the sine function and the analysis of spatial and temporal representations (confusion).","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"9 1","pages":"25-40"},"PeriodicalIF":0.0,"publicationDate":"2015-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69265914","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 study addresses the approach of representing physics knowledge as being comprised of few fundamental theories, each explicitly structured. Instead of a regular dual disciplinary structure, nucleus and body of knowledge, we expand to the third type of knowledge elements – periphery. The latter includes alternatives and problematic elements of knowledge from the historical discourse in the particular domain of knowledge. The inclusion of alternatives not only contrasts the nucleus of the theory but actually determines its meaning and the area of its validity. The periphery may include alternative conceptions of learners. It is the periphery that establishes the space of learning by conceptual variation which is required for meaningful learning. Altogether, this teaching approach seeks constructing cultural content knowledge (CCK) in the learner. Moreover, CCK determines the role and contribution of the history and philosophy of science in science curriculum as providing elements to the triadic structure and clarifying the relationship among the fundamental theories of physics. The CCK is exemplified with regard to the concept of weight.
{"title":"On the involvement of History and Philosophy of Science in teaching Science – an approach promoting cultural content Knowledge","authors":"I. Galili","doi":"10.26220/REV.2254","DOIUrl":"https://doi.org/10.26220/REV.2254","url":null,"abstract":"This study addresses the approach of representing physics knowledge as being comprised of few fundamental theories, each explicitly structured. Instead of a regular dual disciplinary structure, nucleus and body of knowledge, we expand to the third type of knowledge elements – periphery. The latter includes alternatives and problematic elements of knowledge from the historical discourse in the particular domain of knowledge. The inclusion of alternatives not only contrasts the nucleus of the theory but actually determines its meaning and the area of its validity. The periphery may include alternative conceptions of learners. It is the periphery that establishes the space of learning by conceptual variation which is required for meaningful learning. Altogether, this teaching approach seeks constructing cultural content knowledge (CCK) in the learner. Moreover, CCK determines the role and contribution of the history and philosophy of science in science curriculum as providing elements to the triadic structure and clarifying the relationship among the fundamental theories of physics. The CCK is exemplified with regard to the concept of weight.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"9 1","pages":"7-17"},"PeriodicalIF":0.0,"publicationDate":"2015-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69266342","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}
Abdelaziz El Moussaouy, Ahmed Errahmani, Jamila Abderbi
This work undertakes the task of examining the role of the integration of history as well as the manipulation of contextual issues in the teaching of physics at the Moroccan Bachelor. The study is realised by analysing the corresponding physics textbooks. The approaches target anthropological theories of knowledge, semiotic registers and praxeological tasks. The results show that textbooks have a low contribution of contextual situations. We also noticed a very low presence of the history of science in physics textbooks. These results are likely to enlarge the field of research related to the teaching of physics, and a reference tool for the development of programs and curricula from the standpoint of effective learning.
{"title":"Situations contextuelles dans l’enseignement de physique au lycée","authors":"Abdelaziz El Moussaouy, Ahmed Errahmani, Jamila Abderbi","doi":"10.26220/REV.2220","DOIUrl":"https://doi.org/10.26220/REV.2220","url":null,"abstract":"This work undertakes the task of examining the role of the integration of history as well as the manipulation of contextual issues in the teaching of physics at the Moroccan Bachelor. The study is realised by analysing the corresponding physics textbooks. The approaches target anthropological theories of knowledge, semiotic registers and praxeological tasks. The results show that textbooks have a low contribution of contextual situations. We also noticed a very low presence of the history of science in physics textbooks. These results are likely to enlarge the field of research related to the teaching of physics, and a reference tool for the development of programs and curricula from the standpoint of effective learning.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"9 1","pages":"65-78"},"PeriodicalIF":0.0,"publicationDate":"2015-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69266106","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}
In this paper we present a critical analysis of content related to health education and prevention addictive lines in the current textbooks of Tunisian life science and earth ( LSE) using analytical frameworks developed by research teams from 19 countries (Project Biohead-Citizen). Our view is decidedly didactic, ie that our analyzes (and therefore our instruments) are focused on content and objectives for instruction and discipline to a specific topic within the discipline, the education to health. Our research questions are: What is the nature of the images for health education? What are the teaching styles used? What model of health education and prevention is preferred in these textbooks by addressing the human vital functions? The results obtained allowed to conclude that health education’s Tunisian textbooks (LSE) favor health biomedical conception. However the textbook analysis of the second letters and terminal show some signs of renewal that express a very early consideration of the Health Education as proposed by WHO. Research conducted under Biohead-Citizen project show that the “Health promotion” dimension is dominant in the curricula and textbooks in some countries (e.g Finland and Portugal). Such a development of curricula and textbooks is hoped for Tunisia.
{"title":"L’éducation à la santé dans les manuels tunisiens récents de Sciences de la vie et de la terre","authors":"L. Mouelhi","doi":"10.26220/rev.2219","DOIUrl":"https://doi.org/10.26220/rev.2219","url":null,"abstract":"In this paper we present a critical analysis of content related to health education and prevention addictive lines in the current textbooks of Tunisian life science and earth ( LSE) using analytical frameworks developed by research teams from 19 countries (Project Biohead-Citizen). Our view is decidedly didactic, ie that our analyzes (and therefore our instruments) are focused on content and objectives for instruction and discipline to a specific topic within the discipline, the education to health. Our research questions are: What is the nature of the images for health education? What are the teaching styles used? What model of health education and prevention is preferred in these textbooks by addressing the human vital functions? The results obtained allowed to conclude that health education’s Tunisian textbooks (LSE) favor health biomedical conception. However the textbook analysis of the second letters and terminal show some signs of renewal that express a very early consideration of the Health Education as proposed by WHO. Research conducted under Biohead-Citizen project show that the “Health promotion” dimension is dominant in the curricula and textbooks in some countries (e.g Finland and Portugal). Such a development of curricula and textbooks is hoped for Tunisia.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"9 1","pages":"79-97"},"PeriodicalIF":0.0,"publicationDate":"2015-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69266034","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}
Magali Coupaud, J. Castéra, M. Larini, Alice Delserieys-Pedregosa
The use of statistics, and in particular exploratory data analysis, in educational research present interesting perspectives. However, it is also important to discuss its relevance and the meaning of the results obtained. As such, we propose a methodological discussion based on a study concerning the introduction of a shared teaching method in French curricula of biology-geology, technology and physics-chemistry. We made a survey by questionnaire to collect the representations of teachers from the tree school subjects related to inquiry based science education (IBSE). In this communication, we propose a comparative analysis of different types of exploratory data analysis used in our research in order to highlight the different representations of teachers regarding the use of IBSE depending on their subject. We bring out, in particular, some conditions necessary in the design of a questionnaire that will be processed using principal component analysis and factorial discriminant analysis.
{"title":"Méthode d’analyse statistique exploratoire pour une étude comparative sur les représentations de la démarche d’investigation d’enseignants de collège","authors":"Magali Coupaud, J. Castéra, M. Larini, Alice Delserieys-Pedregosa","doi":"10.26220/REV.2217","DOIUrl":"https://doi.org/10.26220/REV.2217","url":null,"abstract":"The use of statistics, and in particular exploratory data analysis, in educational research present interesting perspectives. However, it is also important to discuss its relevance and the meaning of the results obtained. As such, we propose a methodological discussion based on a study concerning the introduction of a shared teaching method in French curricula of biology-geology, technology and physics-chemistry. We made a survey by questionnaire to collect the representations of teachers from the tree school subjects related to inquiry based science education (IBSE). In this communication, we propose a comparative analysis of different types of exploratory data analysis used in our research in order to highlight the different representations of teachers regarding the use of IBSE depending on their subject. We bring out, in particular, some conditions necessary in the design of a questionnaire that will be processed using principal component analysis and factorial discriminant analysis.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"9 1","pages":"99-114"},"PeriodicalIF":0.0,"publicationDate":"2015-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69265927","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}
We present here the main results of two studies we conducted in our laboratory in the NoS research field. One study deals with the representation of science conveyed by the French science high school syllabuses of two school subjects (biology-geology, physics-chemistry) and of two majors (scientific and economic-literary). We demonstrate how we designed an analysis tool, a matrix, adopting a broad definition of NoS and choosing an approach which privileges the individual and his practices but takes also into account the social and temporal dimensions of the scientific enterprise. We show how we used this NoS multidimensional matrix in order to analyze the programs and the representations of sciences they convey. We discuss the place the syllabuses give to the NoS teaching and the role accorded to the history of science. The second study concerns the design of innovative pedagogical units based on the history of physics in order to convey a greater authenticity of NoS in teaching. We show how our NoS multidimensional matrix can help to elicit and characterize epistemological learning goals. We outline how classroom activities involving collective inquiry based on the implementation of documents can be generated .
{"title":"The Nature of Science in the French high school science syllabuses, role of the History of Science and innovative pedagogical proposals","authors":"L. Maurines","doi":"10.26220/REV.2239","DOIUrl":"https://doi.org/10.26220/REV.2239","url":null,"abstract":"We present here the main results of two studies we conducted in our laboratory in the NoS research field. One study deals with the representation of science conveyed by the French science high school syllabuses of two school subjects (biology-geology, physics-chemistry) and of two majors (scientific and economic-literary). We demonstrate how we designed an analysis tool, a matrix, adopting a broad definition of NoS and choosing an approach which privileges the individual and his practices but takes also into account the social and temporal dimensions of the scientific enterprise. We show how we used this NoS multidimensional matrix in order to analyze the programs and the representations of sciences they convey. We discuss the place the syllabuses give to the NoS teaching and the role accorded to the history of science. The second study concerns the design of innovative pedagogical units based on the history of physics in order to convey a greater authenticity of NoS in teaching. We show how our NoS multidimensional matrix can help to elicit and characterize epistemological learning goals. We outline how classroom activities involving collective inquiry based on the implementation of documents can be generated .","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"9 1","pages":"19-46"},"PeriodicalIF":0.0,"publicationDate":"2015-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69265671","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 Nature of Science (NOS), a description of how science works, is considered as an important element in the school science curriculum but one that is rarely included in instruction. We present a method whereby nine general NOS aspects can each be illustrated with examples from the history of biology, chemistry, geology, and physics. The entire set of examples, linked to the general NOS aspects, provides an immediate instructional resource that teachers can use to teach science content and NOS.
{"title":"Using the History of Biology, Chemistry, Geology, and Physics to Illustrate General Aspects of Nature of Science","authors":"W. McComas, Kostas Kampourakis","doi":"10.26220/REV.2240","DOIUrl":"https://doi.org/10.26220/REV.2240","url":null,"abstract":"The Nature of Science (NOS), a description of how science works, is considered as an important element in the school science curriculum but one that is rarely included in instruction. We present a method whereby nine general NOS aspects can each be illustrated with examples from the history of biology, chemistry, geology, and physics. The entire set of examples, linked to the general NOS aspects, provides an immediate instructional resource that teachers can use to teach science content and NOS.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"9 1","pages":"47-76"},"PeriodicalIF":0.0,"publicationDate":"2015-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69265689","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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