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Etude des raisonnements d'étudiants sur la mesure en TP de physique de première année universitaire : Influence du contexte et effet de rétroaction

Abstract : The study of the measurement acquisition shows several students' difficulties in the learning of the measuring acts. For example: the meaning given to the collected data to the issue of the measurement accuracy, or in the use of the measuring act. Typical reasoning was described, as well as three stakes defining this learning: measuring know-how, using of the measurement, and measurement processing. Majority of those studies outlines difficulties and reasoning of the students in the context including no handling of the measurement. We wondered about the kind of reasoning used by the students when they design a measuring procedure and handling devices, and, in another way, when they answer to the questions. Thus, the first experiment was designed with the first-year university students in one of their physics laboratories. This experiment allowed us to observe students' reasoning in both cases and to compare it. Thus, we established that students use reasoning near from common reasoning when they have to design a measurement procedure and handling devices. On the other hand, they use reasoning near from expert reasoning when they answer to the questions without handling devices. Next, we focused on possible improvements of students' reasoning with a work of measurement procedure design. Therefore, we worked out two specific feedbacks inserted in a new experiment, based on the measurement procedure design. One of these two feedbacks deals with the stake of the measurement process and takes the shape of a result list. The other one takes the form of a middle quality measurement procedure and relates it to the three stakes of the measurement learning. The reasoning developed by each student group allowed us to obtain that those receiving the result list reuse partially their reasoning in a slightly different situation. Control group (receiving no specific feedback) along with the group receiving the middle quality procedure didn't reuse their reasoning in this new situation. Lastly, the third issue of our study dealt how students comprehend and process the different measurement stakes during the measurement procedure design. To throw light on this issue, we used the answers given by the students during our second experiment and we analysed the most discussed steps of the measuring act and the topics they used to complete these steps. Thus, we observed that students focus on the measurement processing stake and not on the stakes of the measuring know-how and on the frame.
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Contributor : Clément Maisch Connect in order to contact the contributor
Submitted on : Thursday, April 1, 2010 - 2:52:46 PM
Last modification on : Friday, March 25, 2022 - 9:40:44 AM
Long-term archiving on: : Wednesday, September 8, 2010 - 5:07:51 PM


  • HAL Id : tel-00469464, version 1



Clément Maisch. Etude des raisonnements d'étudiants sur la mesure en TP de physique de première année universitaire : Influence du contexte et effet de rétroaction. Education. Université de Grenoble, 2010. Français. ⟨tel-00469464⟩



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