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Une étude didactique de la vie de l'Energie dans l'enseignement de la Physique, en France et au Vietnam.
Des décalages entre savoirs à enseigner au Lycée et savoirs de la formation universitaire peuvent-ils être source de difficultés pour les enseignants ?

Abstract : Our leading hypothesis sets that discrepancies between the knowledge on Energy that teachers have to teach at high school level in physics and the knowledge they learnt in their academic training at university, could be responsible from some (young) teachers' difficulties. The starting point of this study is the innovating high school French curriculum of 1992 which includes a synthesis upon Energy in physics, while there is none at university level.
Using an ecological analysis of knowledge (Chevallard) we look for such discrepancies in high school and university handbooks, both French and Vietnamese. We develop specific tools for the analysis (Universal and Particular Approaches, energetic Objects, densities of presence and of links, Energetic Reasoning, ...). In addition to the global study of the handbooks, we perform detailed studies of three knowledge objects (energetic scheme, energetic Transfert, Principle of Conservation of Energy). From discrepancies and difficulties that are identified, we perform an experiment with French and Vietnamese high school teachers, and with students in a French teacher training institute (IUFM - CAPES).
Identified difficulties seem to be responsible for the failure of the 1992 innovative physics curriculum, centred on an Universal Approach of Energy, that almost disappeared from today high school teaching. These difficulties related to the didactic transposition of extremely complex concepts, are mainly due to issues of internal coherence of the knowledge to be taught, rather than to discrepancies between this knowledge and those acquired from university.
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https://tel.archives-ouvertes.fr/tel-00012001
Contributor : Khanh-Hang Bui-Thi <>
Submitted on : Tuesday, March 21, 2006 - 4:21:34 PM
Last modification on : Friday, November 6, 2020 - 4:07:46 AM
Long-term archiving on: : Saturday, April 3, 2010 - 10:59:21 PM

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  • HAL Id : tel-00012001, version 1

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Khanh-Hang Bui-Thi. Une étude didactique de la vie de l'Energie dans l'enseignement de la Physique, en France et au Vietnam.
Des décalages entre savoirs à enseigner au Lycée et savoirs de la formation universitaire peuvent-ils être source de difficultés pour les enseignants ?. domain_stic.educ. Université Joseph-Fourier - Grenoble I, 2005. Français. ⟨tel-00012001⟩

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