APPROCHES DIDACTIQUES À L’ÉCOLE MATERNELLE : LA NUMÉRIQUE ET LA TRADITIONNELLE AU CAS DE LA LUMIÈRE / TEACHING APPROACHES AT THE KINDERGARTEN: THE DIGITAL AND THE TRADITIONAL IN THE CASE OF LIGHT

David Castro

Abstract


Dans cet article est présentée une recherche sur le rôle de l’enseignement qui vise à la déstabilisation des représentations mentales des élèves de l’école maternelle sur la lumière. La transformation des représentations a été étudiée sur deux groupes d’enfants d’âge de 5-6 ans, dont l’un participe aux interactions didactiques basées sur un logiciel numérique du type « scratch » tandis que le deuxième suit les activités didactiques traditionnelles. Dans toutes les trois questions de recherche étudiées, les progrès entre le pré-test et le post-test ont été statistiquement significatifs pour les élèves du premier groupe, au niveau de l’explication des phénomènes liés à la lumière, compatible au modèle scientifique.

In this article is presented a research on the role of teaching aimed at the destabilization of mental representations of the students of the kindergarten school on the light. The transformation of representations was studied on two groups of children aged 5-6 years, one of whom participates in didactic interactions based on a “scratch” software while the second follows traditional teaching activities. In all three questions studied, progress between pre-test and post-test was statistically significant for students in the first group, in terms of explaining light-related phenomena, consistent with the scientific model.

 

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Keywords


sciences physiques, logiciel éducatif, école maternelle, représentations mentales, lumière / physical sciences, educational software, kindergarten, mental representations, light

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References


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DOI: http://dx.doi.org/10.46827/ejoe.v0i0.2666

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