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Mise en évidence de chemins d'apprentissage des élèves lors d'une ingénierie didactique d'électrocinétique

Abstract : The study is concerned with a process of didactic in connection with the teaching of electricity in a grade 10 class - seconde in France - of a french secondary school. Previous analysis has led us to put to the test four hypotheses respectively founded on a grasp of the prerequisites, on a previous energetic approach of the electric circuit as well on a qualitative approach and on a separate presentation of the concepts. Putting these hypotheses into practice in the researcher's class first, then in other classes and eventually in other academies has resulted in the discovery of : learning helps such as a command of the prerequisites, or of a qualitative approach which is facilitated in homogeneous groups and also made easier by remedial work ; the exitence of learning paths in the concept of intensity ; unsolved difficulties or problems such as the transition towards formalism ; the elaboration of a knowledge of a different nature by the students themselves.
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Contributor : Jérôme Barberon <>
Submitted on : Thursday, February 18, 2016 - 11:07:46 AM
Last modification on : Saturday, March 28, 2020 - 2:23:54 AM
Long-term archiving on: : Thursday, May 19, 2016 - 10:25:12 AM

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  • HAL Id : tel-01275806, version 1

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Marie-France Rouffiac-Missonier. Mise en évidence de chemins d'apprentissage des élèves lors d'une ingénierie didactique d'électrocinétique. Enseignement de la physique [physics.ed-ph]. Université Denis Diderot Paris 7, 2002. Français. ⟨tel-01275806⟩

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