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Chute libre : étude de mouvement et des méthodes de résolution, proposition didactique

Abstract : This research targets the teaching and learning of the notion of free fall. It aims at developing a learning sequence intended for high school seniors and which goal is to rebuild the notion of acceleration from the notion of speed variation.The chosen methodology falls within didactic engineering of second generation. Three exploratory studies contribute to preliminary work. The first one focuses on usual practices of free fall teaching in the beginning of the 2Oth century through the analysis of physics textbooks. It shows that the study of falling bodies appears like a content at the crossroads of kinematics and dynamics. It also allows to question the added value of using vectors at the epistemological, methodological and educational level. The second study explores the ability of first year students in drawing vectors in kinematics. It highlights that the use of vectors raises difficulties and is a kinematics skill in itself. The third study is a content analysis of the notion of acceleration and its characteristics in the case of free fall. It leads to the presentation of different semiotic representation registers of acceleration.These preliminary analyses lead to the conception of a sequence which puts the vector representation at the centre of the learning system and which hypothesis is that the representation of several successive velocity vectors is a learning tool. The results show positive effects on student learning especially by enabling to deepen the knowledge of free fall and improve the skills in using vectors. These results also help to identify and describe possible measures for improvement of the learning sequence.
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https://tel.archives-ouvertes.fr/tel-02944519
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Submitted on : Monday, September 21, 2020 - 2:59:11 PM
Last modification on : Saturday, September 26, 2020 - 4:55:28 AM

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  • HAL Id : tel-02944519, version 1

Citation

Alice Di Fabio. Chute libre : étude de mouvement et des méthodes de résolution, proposition didactique. Education. Université Sorbonne Paris Cité, 2018. Français. ⟨NNT : 2018USPCC313⟩. ⟨tel-02944519⟩

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