L’APPRENTISSAGE DE LA PROPAGATION RECTILIGNE DE LA LUMIÈRE PAR LES ÉLÈVES DE 10-11 ANS. LA COMPARAISON DE DEUX MODÈLES D’ENSEIGNEMENT / THE LEARNING OF THE STRAIGHT LIGHT PATH BY THE PUPILS OF 10-11 YEARS. COMPARISON OF TWO MODELS OF TEACHING
Abstract
La recherche présentée dans cet article constitue une enquête du rôle de l’enseignement qui vise à la déstabilisation des représentations mentales des élèves de l’école primaire sur la propagation rectiligne de la lumière. La solidité de ce système de représentation aux efforts de transformation a été étudié sur deux groupes d’enfants d’âge de 10-11 ans, dont l’un participe à des aux interactions didactiques basées aux représentations mentales tandis que le deuxième suit l’enseignement scolaire traditionnel. Dans toutes les situations expérimentales étudiées, les progrès entre le pré-test et le post-test ont été statistiquement significatifs pour les sujets du premier groupe, tant au niveau de l’explication des phénomènes liés à la propagation rectiligne de la lumière qu’au niveau de la stabilité de ces acquisitions.
The research presented in this article is a survey of the role of education that aims to destabilize the mental representation of primary school students on the rectilinear propagation of light. The resistance of this representational system to transformation efforts has been studied in two groups of 10-11 year old children, one of which participates in teaching interactions based on mental representations while the second participates in traditional school education. In all the experimental situations studied, the progress between the pre-test and the post-test was statistically significant for the subjects in the first group, both for the explanation of the phenomena related to the rectilinear propagation of light and the level of stability of these acquisitions.
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DOI: http://dx.doi.org/10.46827/ejes.v0i0.1569
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