CONCEPTS THERMIQUES DE BASE CHEZ LES ÉLÈVES DE 17 ANS (BASIC THERMAL CONCEPTS IN 17-YEAR-OLD STUDENTS)

Dimitri Nertivich

Abstract


La question de la construction des représentations des enfants, occupe une place importante dans le cadre de la recherche en Didactique des Sciences. Dans l’article présenté ici, nous étudions des représentations mentales de 89 élèves de 17 ans sur les concepts thermiques de base. Les données de la recherche ont été recueillies à travers un entretien semi-directif. Les résultats de la recherche montrent que les représentations provoquent des difficultés dans la compréhension des phénomènes et des concepts comme la chaleur, la température et l’équilibre thermique.

 

The issue of the construction of representations of children is prominent in the research in Science Education. In this article, we study the mental representations of 89 students 17-year-old on the thermal basic concepts. The research data was collected through a semi-directed interview. The research results show that representations will cause difficulties in understanding phenomena and concepts like heat, temperature and thermal equilibrium.

 

Article visualizations:

Hit counter

DOI

Full Text:

PDF

References


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

Bachelard, G. (1980). La formation de l'esprit scientifique. Paris: Vrin.

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.

Boumghar, S., Kendil, D., Ghedjghoudj, S., & Lounis, A. (2012). Enseignement-apprentissage du concept “force” et persistance des difficultés : quelle influence mathématique ? Review of Science, Mathematics ans ICT Education, 6(2), 63-81.

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

Castro, D., & Rodriguez, J. (2014). 8-9 year old pupils' mental representations of light: teaching perspectives. Journal of Advances in Natural Sciences, 2(1), 40-44.

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

Dedes, C., & Ravanis, K. (2009). Teaching image formation by extended light sources: The use of a model derived from the history of science. Research in Science Education, 39(1), 57-73.

Halbwachs, F. (1974). La pensée physique chez l’enfant et le savant. Neuchâtel: Delachaux & Niestlé.

Halbwachs, F. (1975). La physique du maître entre la physique du physicien et la physique de l’élève. Revue Française de Pédagogie, 33, 19-29.

Harrison, A. G., Grayson, D. J., & Treagust, D. F. (1999). Investigating a grade 11 student's evolving conceptions of heat and temperature. Journal of Research in Science Teaching, 36(1), 55-87.

Kampeza, M., & Ravanis, K. (2009). Transforming the representations of preschool-age children regarding geophysical entities and physical geography. Review of Science, Mathematics and ICT Education, 3(1), 141-158.

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

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.

Mazouze, B., & Lounis, A. (2015). Résolution de problèmes et apprentissage des ondes : quels types de difficultés rencontrent les élèves ? Review of Science, Mathematics and ICT Education, 9(2), 25-40.

Nasser, N., El Khouzai, M., & Taoufik, M. (2017). Difficultés d’apprentissage des sciences physiques chez les élèves du secondaire qualifiant au Maroc. American Journal of Innovative Research and Applied Sciences, 5(2), 119-125.

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

Ntalakoura, V., & Ravanis, K. (2014). Changing preschool children’s representations of light: a scratch based teaching approach. Journal of Baltic Science Education, 13(2), 191-200.

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

Piaget, J. (1930). The child’s conception of physical causality. Totowa, NJ: Littlefield.

Piaget, J. (1971). La représentation du monde chez l’enfant. Paris: PUF.

Ravanis, K. (2008). Le concept de lumière: une recherche empirique sur les représentations des élèves de 8 ans. Analele Ştiinţifice Universităţii Cuza: Ştiinţele Educaţiei, XII, 147-156.

Ravanis, K. (2012). Représentations des enfants de 10 ans sur le concept de lumière : perspectives piagétiennes. Schème - Revista Eletrônica de Psicologia e Epistemologia Genéticas, 4(1), 70-84.

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. (2014). Les représentations des enfants de 5-6 ans sur la fusion et la solidification du sel, comme support pour le déploiement des activités didactiques. International Journal of Research in Education Methodology, 6(3), 943-947.

Resta-Schweitzer, M., & Weil-Barais, A. (2007). Éducation scientifique et développement intellectuel du jeune enfant. Review of Science, Mathematics & ICT Education, 1(1), 63-82.

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.

Tiberghien, A. (1985). Heat and temperature: the development of ideas with teaching. In R. Driver, E. Guesne & A. Tiberghien (Eds.), Children's ideas in science (pp. 66-84). Milton Keynes, UK: Open University Press.

Tytler, R. (2000). A comparison of year 1 and year 6 students’ conceptions of evaporation and condensation: dimensions of conceptual progression. International Journal of Science Education, 22(5), 447-467.

Voutsina L., & Ravanis, K. (2013). Magnetism and Gravity: mental representations of students 15-17 years old from a historical and teaching perspective. Journal of Social Science Research, 1(3), 49-57.

Weil-Barais, A. (1985). L’étude des connaissances des élèves comme préalable à l’action didactique. Bulletin de Psychologie, 368, 157-160.

Weil-Barais, A. (2001). Constructivist approaches and the teaching of science. Prospects, 31(2), 187-196.

Zebun, A. (2017). Formation des enseignants et recherche en didactique des sciences. European Journal of Education Studies, 3(9), 206-216.

Zimmermann-Asta, M. L. (1990). Concept de chaleur: Contribution à l'étude des conceptions d'élèves et de leurs utilisations dans un processus d'apprentissage. Thèse de doctorat, Genève: FPSE-Université de Genève.




DOI: http://dx.doi.org/10.46827/ejes.v0i0.1445

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Dimitri Nertivich

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).