L'approche du monde de la physique à partir des représentations : un projet de formation collaboratif

PHAN SUNG TIN, VU HOANG

Abstract

This article presents the results of a research carried out with teachers who participated in a collaborative training project based on the representations of nursery and primary school pupils on optical and thermal phenomena. 23 teachers participated in a training seminar on the representations of children, proposed and prepared corresponding didactic activities and for nine school years worked with their pupils on the basis of these activities. The results of this four-year innovation appear to be positive. The project's activities have been used regularly in the classrooms and teachers say they have gained new ideas for their teaching practices.

Keywords

Mental representations, preschool and primary school, physics teaching, teacher training, collaborative project

Full Text:

PDF

References

Albert, E. (1978). Development of the concept of heat in children. Science Education, 62(3), 389-399.

Arnantonaki, D. (2016). Un modèle précurseur sur la lumière pour les élèves de 10 à 11 ans : Cadres théoriques et méthodologiques. Educational Journal of the University of Patras UNESCO Chair, 3(1), 74-83.

Bayram, C., Ayas, A., Niaz, M., Ünal, S., & Çalik, M. (2007). Facilitating conceptual change in students’ understanding of boiling concept. Journal of Science Education and Technology, 16, 524-536.

Bordallo, I., & Ginestet, J.-P. (1993). Pour une pédagogie du projet. Paris: Hachette Éducation.

Castro, D. (2013). Light mental representations of 11-12 year old students. Journal of Social Science Research, 2(1), 35-39.

Castro, D. (2018). L’apprentissage de la propagation rectiligne de la lumière par les élèves de 10-11 ans. La comparaison de deux modèles d’enseignement. European Journal of Education Studies, 4(5), 1-10.

Castro, D. (2023). Les projets éducatifs à l’école maternelle et primaire : Le cas des sciences physiques. European Journal of Alternative Education Studies, 8(3), 32-41.

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.

Gönen, S., & Kocakaya, S. (2010). A cross-age study on the understanding of heat and temperature. Eurasian Journal of Physics & Chemistry Education, 2(1), 1-15.

Grigorovitch, A. (2015). Teaching optics perspectives: 10-11 year old pupils' representations of light. International Education & Research Journal, 1(3), 4-6.

Grigorovitch, A., & Nertivich, D. (2017). Représentations mentales des élèves de 10-12 ans sur la formation des ombres. European Journal of Education Studies, 3(5), 150-160.

Grigorovitch, A. (2020). L’enseignement des phénomènes optiques dans un cadre de démarche d’investigation. European Journal of Education Studies, 7(6), 147-156.

Guesne, E. (1984). Children's ideas about light. In E. J. Wenham (Ed.), New Trends in Physics Teaching (Vol. IV, pp. 179-192). Paris: UNESCO.

Guesne, E. (1985). Light. In R. Driver, E. Guesne & A. Tiberghien (Eds), Children's ideas in science (pp. 10-32). Philadelphia: Open University Press.

Hoang, V. (2019). L’enseignement de la physique à partir des représentations : Un projet collaboratif. European Journal of Education Studies, 6(9), 306-315.

Johnson, R. B., & Christensen, L. B. (2024). Educational research: Quantitative, qualitative, and mixed approaches. Sage.

Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1993). Circles of learning: Cooperation in the classroom (4th ed.). Edina, MN: Interaction Book Company.

Kaliampos, G., & Ravanis, K. (2019). Thermal conduction in metals: Mental representations in 5-6 years old children’s thinking. Jurnal Ilmiah Pendidikan Fisika ‘Al-BiRuNi’, 8(1), 1-9. https://doi.org/10.24042/jipfalbiruni.v8i1.3737

Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267-277.

Larmer, J., Mergendoller, J., & Boss, S. (2015). Setting the standard for project based learning. ASCD.

Laval, A. (1985). Chaleur, température, changements d’état. Aster, 1, 115-132.

Latifah, S., I Irwandani, I., Saregar, A., R Diani, R. Fiani, O., Widayanti, W., & Deta, U.A. (2019). How the Predict-Observe-Explain (POE) learning strategy remediates students’ misconception on Temperature and Heat materials? Journal of Physics: Conference Series, 1171, 012051.

Leite, L. (1999). Heat and temperature: An analysis of how these concepts are dealt with in textbooks. European Journal of Teacher Education, 22(1), 75–88.

Nertivich, D. (2013). Magnetic field mental representations of 15-16 year old students. Journal of Advances in Physics, 2(1), 53-58.

Nertivich, D. (2016). Représentations des élèves de 11-12 ans pour la formation des ombres et changement conceptuel. International Journal of Progressive Sciences and Technologies, 3(2), 103-107.

Nertivich, D. (2018). Concepts thermiques de base chez les élèves de 17 ans. European Journal of Education Studies, 4(2), 145-154.

Noben, N., Higuet, S., & Denis, B. (2019). Le développement de communautés de pratique : Indicateurs de succès et freins. Éducation & Formation, e-313, 25-38.

Pantidos, P., & Kaliampos, G. (2023). Designing teaching activities based on the precursor model for electricity in early childhood education. Mediterranean Journal of Education, 3(2), 97-106. https://doi.org/10.26220/mje.4502.

Pathare, S. R., & Pradhan, H. C. (2010). Students’ misconceptions about heat transfer mechanisms and elementary kinetic theory. Physics Education, 45(5), 629-634.

Ravanis, K. (1999). Représentations des élèves de l’école maternelle : Le concept de lumière. International Journal of Early Childhood, 31(1), 48-53.

Ravanis, K. (2013). Mental representations and obstacles in 10-11 year old children’s thought concerning the melting and coagulation of solid substances in everyday life. Preschool and Primary Education, 1(1), 130-137.

Ravanis, K., & Boilevin, J.-M. (2022). What use is a Precursor Model in early Science teaching and learning? Didactic perspectives. In J.-M. Boilevin, A. Delserieys & K. Ravanis (Eds.), Precursor Models for teaching and learning Science during early childhood (pp. 33-49). Springer. https://doi.org/10.1007/978-3-031-08158-3_3

Ravanis, K. Papamichaël, Y. & Koulaidis, V. (2002). Social marking and conceptual change: the conception of light for ten-year old children. Journal of Science Education, 3(1), 15-18.

Ravanis, K. Zacharos, K., & Vellopoulou, A. (2010). The formation of shadows: The case of the position of a light source in relevance to the shadow. Acta Didactica Napocensia, 3(3), 1-6. https://eric.ed.gov/?id=EJ1056131.

Ravanis, K. Charalampopoulou, C. Boilevin, J.-M., & Bagakis, G. (2005). La construction de la formation des ombres chez la pensée des enfants de 5-6 ans : procédures didactiques sociocognitives. Revue de Recherches en Éducation: Spirale, 36, 87-98. https://www.persee.fr/doc/spira_0994-3722_2005_num_36_1_1327.

Rodriguez, J., & Castro, D. (2014). Children's ideas of changes in the state of matter: solid and liquid salt. Journal of Advances in Humanities, 1(1), 1-6.

Rodriguez, J., & Castro, D. (2016). Changing 8-9 year-old pupil’s mental representations of light: A metaphor based teaching approach. Asian Education Studies, 1(1), 40-46.

Rodriguez, J. (2023). Les caractéristiques générales de la transformation dans la pensée des élèves : Un exemple de l'optique géométrique élémentaire. European Journal of Education Studies, 10(2), 80-91.

Sotirova, E.-M. (2018). Cartes conceptuelles et formation des enseignants du primaire. Le cas de la vision dans l’optique géométrique. European Journal of Alternative Education Studies, 3(2), 22-31.

Sotirova, E.-M. (2020). Primary school teacher’s practices and student’s mental representations: The learning objects option. European Journal of Education Studies, 5(2), 91-101. http://dx.doi.org/10.46827/ejoe.v5i2.3327

Sotirova, E.-M. (2024). Représentations mentales, obstacles et enseignement des sciences physiques. European Journal of Education Studies, 11(3), 154-165. http://dx.doi.org/10.46827/ejes.v11i3.5244

Tin, P. S. (2017). Représentations mentales des élèves de 5-6 et 8-9 ans sur la flottaison et l’immersion. European Journal of Education Studies, 3(10), 184-194.

Tin, P. S. (2018). Élaboration expérimentale des représentions mentales des élèves de 16 ans sur les concepts thermiques. European Journal of Education Studies, 4(7), 141-150.

Tin, P. S. (2019). Un cadre méthodologique pour la démarche d’investigation : l’exemple du changement d’état de l’eau à l’âge de 8 ans. European Journal of Education Studies, 6(4), 1-12.

Tin, P. S. (2024). La chaleur et la température dans la pensée des élèves de 16 ans. European Journal of Education Studies, 11(6), 1-12.

Voutsinos, C. (2013). Teaching Optics: Light sources and shadows. Journal of Advances in Physics, 2(2), 134-138.

Wenger, E., McDermott, R., & Snyder, W. M. (2002). Cultivating communities of practice: A guide to managing knowledge. Boston, MA: Harvard Business School Press.


DOI: https://doi.org/10.26220/mje.5771

View Counter: Abstract | 0 | times, and PDF | 0 | times

Refbacks

  • There are currently no refbacks.


Mediterranean Journal of Education | ISSN: 2732-6489 |  Department of Educational Sciences and Early Childhood Education - University of Patras.

Pasithee | Library & Information Center | University of Patras