APPRENTISSAGE DES ÉLÈVES DE COLLÈGE MAROCAIN DU CONCEPT D’ION EN LIEN AVEC LA TRAME CONCEPTUELLE (ATOME, MOLÉCULE, ÉLECTRON, CHARGE) / LEARNING OF MOROCCAN PUPILS IN THE THIRD COLLEGE YEAR OF THE ION CONCEPT IN CONNECTION WITH THE CONCEPTUAL TRAM (ATOM, MOLECULE, ELECTRON, CHARGE)

Ali Ouasri, Konstantinos Ravanis

Abstract


Dans cet article, ont été analysées les difficultés des élèves marocains (14-16 ans) de troisième année de secondaire collégial à propos de l’apprentissage du concept d’ion en lien avec les notions constituant la trame conceptuelle (atome, molécule, électron, charge). Tout d’abord, nous avons développé un cadre conceptuel portant sur les difficultés d’apprentissage et les conceptions alternatives qu’ont faites les élèves à propos des concepts chimiques en général, et les concepts faisant partie de la trame conceptuelle d’ions (atome, molécule, électron, charge) en particulier. Puis, nous avons fait passer un questionnaire aux élèves en vue de vérifier s’ils sont capables d’associer des critères symboliques et microscopiques aux espèces chimiques: ions, atomes, et molécules. Les difficultés qu’éprouvent les élèves à apprendre des concepts abstraits tels l’atome l’ion, l’anion, le cation, l’ion monoatomique, et l’ion polyatomique, peuvent être dues aux conceptions alternatives, et aux applications heuristiques chez ces élèves à propos de ces concepts. Ce qui entraine chez les élèves des erreurs de raisonnement, que nous avons tenté de les classifier selon la typologie du sens commun (Commonsense Reasoning) de Talanquer.

In this article, the difficulties of Moroccan pupils (14-16 years old) of the third year of college school were analyzed in the learning of the ion concept in connection with the concepts constituting the conceptual tram (atom, molecule, electron, charge). Firstly, we have developed a conceptual framework dealing with learning difficulties and the alternative conceptions that pupils have made about chemical concepts in general, and the concepts involved in the conceptual tram of ions (atom, molecule, electron, charge). Then, we passed a questionnaire to the pupils in order to check if they are able to associate symbolic and microscopic criteria with the chemical species: ions, atoms, and molecules. The difficulties of pupils in the learning of abstract concepts such as the atom, ion, anion, cation, monatomic ion and polyatomic ion, may be due to alternative conceptions, and heuristic applications that have the pupils about these concepts. This leads to errors of reasoning at pupils, which we have tried to classify according to the commonsense typology of Talanquer.

 

 

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conceptions alternatives, enseignement secondaire, enseignement de la chimie, concept d’ion, trame conceptuelle / alternative conceptions, secondary education, chemistry teaching, ion concept, conceptual tram

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References


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