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.

 

Article visualizations:

Hit counter

DOI

Keywords


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

Full Text:

PDF

References


Ahaji, K., El Hajjami, A., Ajana, L., El Mokri, A., & Chikhaoui, A. (2008). Analyse de l’effet d’intégration d’un logiciel d’optique géométrique sur l’apprentissage d’élèves de niveau baccalauréat sciences expérimentales. EpiNet, 101. Retrieved from http:// www.epi.asso.fr/revue/articles/a0801a.htm.

Anderson, C., & Smith, E. (1982). Student conceptions of light, colour and seeing. Paper presented at the annual convention of the National Association for Research in Science Teaching, Fontana, Wisconsin.

Andersson, B., & Karrqvist, C. (1983). How Swedish pupils aged 12-15 years understand light and its properties. European Journal of Science Education, 5(4), 387-402.

Arnantonaki, D. (2016). Un modèle précurseur sur la lumière pour les élèves de 10 à 11 ans : cadres théoriques et méthodologiques. Educational Journal of the University of Patras UNESCO Chair, 3(1), 74-83.

Baudet, J.-C. (2014). Les plus grandes erreurs de la science. Paris: La Boîte à Pandore.

Bonner, D. (2012). Are you certain? Teaching error analysis and other experimental skills in the physics classroom. The Science Teacher, 79(3), 72-76.

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.

Droui, M., & El Hajjami, A. (2014). Simulations informatiques en enseignement des sciences : apports et limites. Revue EpiNet, 164. Retrieved from http://www.epi.asso.fr/revue/articles/a1404e.htm.

Fragkiadaki, G. & Ravanis, K. (2015). Preschool children’s mental representations of clouds. Journal of Baltic Science Education, 14(2), 267-274.

Fragkiadaki, G., & Ravanis, K. (2016). Genetic research methodology meets Early Childhood Science Education Research: a Cultural-Historical study of child’s scientific thinking development. Cultural-Historical Psychology, 12(3), 310-330.

Grigorovitch, A. (2014). Children’s misconceptions and conceptual change in Physics Education: the concept of light. Journal of Advances in Natural Sciences, 1(1), 34-39.

Grigorovitch, A. (2015). Teaching optics perspectives: 10-11 year old pupils' representations of light. International Education & Research Journal, 1(3), 4-6.

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.

Guesne, E. (1984). Children's ideas about light. In E. J. Wenham (Ed.), New Trends in Physics Teaching (Vol. IV, pp. 179-192). Paris: UNESCO.

Guesne, E. (1985). Light. In R. Driver, E. Guesne & A. Tiberghien (Eds), Children's ideas in science (pp. 10-32). Philadelphia: Open University Press.

Jbari, A., & Bellarbi, L. (2014). Méthode d’enseignement du traitement numérique de signal par blocs de simulation. Educational Journal of the University of Patras UNESCO Chair, 1(2), 163-173.

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.

Kola, A. J. (2013). Effective teaching and learning in Science Education through Information and Communication Technology. IOSR Journal of Research & Method in Education, 2(5), 43-47.

Kokologiannaki, V., & Ravanis, K. (2013). Greek sixth graders mental representations of the mechanism of vision. New Educational Review, 33(3), 167-184.

Mendoza Pérez, A., & López-Tosado, V. (2000). “Light” conceptualisation in children aged between 6 and 9. Journal of Science Education, 1(1), 26-29.

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.

Pouts-Lajus, S., & Riché-Magnier, M. (1998). L’école à l’heure d’Internet : les enjeux du multimédia dans l’éducation. Paris: Nathan Pédagogie.

Ravanis, K. (1999). Représentations des élèves de l’école maternelle: le concept de lumière. International Journal of Early Childhood, 31(1), 48-53.

Ravanis, K. (2017). Early Childhood Science Education: state of the art and perspectives. Journal of Baltic Science Education, 16(3), 284-288.

Ravanis, K. (2019). Mental representations of light propagation time for 10- and 14-year-old students: didactical perspectives. Journal of Baltic Science Education, 18(2), 276-285.

Ravanis, K., & Boilevin, J.-M. (2009). A comparative approach to the representation of light for five-, eight- and ten-year-old children: didactical perspectives. Journal of Baltic Science Education, 8(3), 182-190.

Ravanis, K. & Papamichaël, Y. (1995). Procédures didactiques de déstabilisation du système de représentation spontanée des élèves pour la propagation de la lumière. Didaskalia, 7, 43-61.

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.

Sharp, J. S., Glover, P. M., & Moseley, W. (2007). Computer based learning in an undergraduate physics laboratory: interfacing and instrument control using Matlab. European Journal of Physics, 28(3), 1-12.

Siabeycius, J., & Poicin, D. (2012). How ICT can enhance the attractiveness of Mathematics and Physics in Primary School. Problems of Education in the 21st Century, 50, 101–107.

Stoica, I., Moraru, S., & Miron, C. (2010). An argument for a paradigm shift in the science teaching process by means of educational software. Procedia – Social and Behavioral Sciences, 2(2), 4407-4411.

Tin, P. S. (2018). Élaboration expérimentale des représentions mentales des élèves de 16 ans sur les concepts thermiques. European Journal of Education Studies, 4(7), 141-150.

Vaufrey, C. (2009). L'erreur, grande absente de l'expérimentation scientifique en classe. Retrieved from https://cursus.edu/articles/4130/lerreur-grande-absente-de-l’experimentation-scientifique-en-classe#.XT1f4EdS_s1.

Voutsinos, C. (2013). Teaching Optics: light sources and shadows. Journal of Advances in Physics, 2(2), 134-138.

Watts, D. M. (1985). Student conceptions of light: a case study. Physics Education, 20(4), 183-187.




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

Refbacks

  • There are currently no refbacks.


Copyright © 2016-2023. European Journal of Open Education and E-learning Studies (ISSN 2501-9120) 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 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).