ÉLABORATION EXPÉRIMENTALE DES REPRÉSENTIONS MENTALES DES ÉLÈVES DE 16 ANS SUR LES CONCEPTS THERMIQUES / EXPERIMENTAL ELABORATION OF MENTAL REPRESENTATIONS OF 16-YEAR OLD STUDENTS ON THERMAL CONCEPTS
Abstract
Dans cet article est discutée la possibilité de transformer les représentations mentales des élèves sur certains concepts thermiques. En posant comme question de recherche « comment opérer cette transformation ? », on a proposé de situations expérimentales pendant lesquelles les élèves confrontent les faits affirmés avec ceux qui les contredisent. À cette recherche qualitative ont participé 24 élèves (12 garçons et 12 filles) de 16 ans. L’analyse des données de la recherche montre que les représentations naïves provoquent des obstacles dans la compréhension des phénomènes mais dans certains cas, il est possible de les surmonter.
In this article is discussed the possibility of transforming mental representations of students on some thermal concepts. By asking as research question “how to operate this transformation?", it was suggested that experimental situations during which students confront the facts asserted with those that contradict them. This qualitative research involved 24 students (12 boys and 12 girls) aged 16. The analysis of the research data show that naïve representations cause obstacles in understanding the phenomena but in some cases it is possible to overcome them.
Article visualizations:
Keywords
Full Text:
PDFReferences
Albert, E. (1978). Development of the concept of heat in children. Science Education, 62(3), 389-399.
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.
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.
Closset, J. L. (1985). Using cognitive conflict to teach electricity. In R. Duit, W. Jung & C. von Rhoeneck (Ed.), Aspects of understanding electricity (pp. 267-273). Kiel: Schmidt & Klaunig.
Dawson, C. L., & Rowell, J. A. (1984). Displacement of water: Weight or volume? An examination of two conflict based teaching strategies. Research in Science Education, 14, 67-77.
Dumas Carré, A. Weil-Barais, A. Ravanis, K., & Shourcheh, F. (2003). Interactions maître-élèves en cours d’activités scientifiques à l’école maternelle : approche comparative. Bulletin de Psychologie, 56(4), 493-508.
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.
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.
Hart, C. (2008). Models in physics, models for physics learning, and why the distinction may matter in the case of electric circuits. Research in Science Education, 38, 529–544.
Iin, F. (2018). Identifying student's learning obstacle of shift equilibrium chemistry by using worksheets. International Education and Research Journal, 4(4), 83-84.
Kokologiannaki, V., & Ravanis, K. (2012). Mental representations of sixth graders in Greece for the mechanism of vision in conditions of day and night. International Journal of Research in Education Methodology, 2(1), 78-82.
Kos, M., & Jerman, J. (2015). Observing natural objects: characteristics of flowering plants perceived as important by 5- and 10-year-old children. Journal of Baltic Science Education, 14(1), 109-120.
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.
Nertivich, D. (2013). Magnetic field mental representations of 15-16 year old students. Journal of Advances in Physics, 2(1), 53-58.
Nertivich, D. (2018). Concepts thermiques de base chez les élèves de 17 ans. European Journal of Education Studies, 4(2), 145-154.
Pathare, S. R., & Pradhan, H. C. (2010). Students’ misconceptions about heat transfer mechanisms and elementary kinetic theory. Physics Education, 45(5), 629-634.
Panmueang, W., Chomchid, P., & Soamtoa, T. (2017). Learning activity management according to the stem education in chemistry course on polymer issue for secondary students at the 12th grade level. European Journal of Education Studies, 3(6), 415-433.
Ravanis, K. (2000). How do we see objects that reflect light? Experiential mental representations of students of 12-13 years old, about vision. In N. Valanidis (Ed.), Second Panhellenic Conference on Teaching of Science and Application of new Technologies in Education (v. I, pp. 214-221) Nicosia: Department of Education, University of Cyprus.
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.
Ravanis, K., & Bagakis, G. (1998). Science education in kindergarten: sociocognitive perspective. International Journal of Early Years Education, 6(3), 315-327.
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.
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.
Sotirova, E.-M. (2017). L’apprentissage en sciences expérimentales : la recherche et l’enseignement. European Journal of Education Studies, 3(12), 188-198.
Tin, P. S. (2016). Peuvent-ils les enfants de l’âge préscolaire construire un modèle pour la flottaison et l’immersion? International Journal of Progressive Sciences and Technologies, 4(2), 72-76.
Tomažič, I., Pihler, N., & Strgar, J. (2017). Pre-service biology teachers’ reported fear and disgust of animals and their willingness to incorporate live animals into their teaching through study years. Journal of Baltic Science Education, 16(3), 337-349.
Valanides, N. Gritsi, F. Kampeza, M., & Ravanis, K. (2000). Changing pre-school children’s conceptions of the day/night cycle. International Journal of Early Years Education, 8(1), 27-39.
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.v0i0.1676
Refbacks
- There are currently no refbacks.
Copyright (c) 2018 Phan Sung Tin
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).
