Développement d’un modèle de chaîne énergétique pour aider les élèves à adopter une vision globale de l’énergie dès l’école primaire

ANTONIN BOYER, DAMIEN GIVRY

Abstract


This study describes the first results of an exploratory study focused on the conditions of the task that could influence how grade 4 and 5 students represent energy chains. Three factors have been analyzed: the number of elements which composed the energy chain, the number of objects represented on each picture, and the type of object represented in the picture. A survey methodology was employed. The results show that each of the three factors has an impact on the success of students to represent complete energy chains. The impact of the type of objects was reproduced in a second survey.


Keywords


Didactic of sciences, task-activity, survey, energetic chain, primary school

References


Bächtold, M., Munier, V., Guedj, M., Lerouge, A., & Ranquet, A. (2014). Quelle progression dans l’enseignement de l’énergie de l’école au lycée? Une analyse des programmes et des manuels. Recherches en Didactique des Sciences et des Technologies, 10, 63-91.

Besson, U., & Ambrosis, A. D. (2014). Teaching energy concepts by working on themes of cultural and environmental value. Science & Education, 23(6), 1309-1338.

Bodzin, A. (2012). Investigating urban eighth-grade students’ knowledge of energy resources. International Journal of Science Education, 34(8), 1255-1275.

Bruguière, C., Sivade, A., & Cros, D. (2002). Quelle terminologie adopter pour articuler enseignement disciplinaire et enseignement thématique de l’énergie, en classe de première de série scientifique ? Didaskalia, 20, 67-100.

Chabalengula, V. M., Sanders, M., & Mumba, F. (2011). Diagnosing students’ understanding of energy and its related concepts in biological context. International Journal of Science and Mathematics Education, 10(2), 241-266.

Devi, R., Tiberghien, A., Baker, M., & Brna, P. (1996). Modelling students’ construction of energy models in physics. Instructional Science, 24(4), 259-293.

Doménech, J. L., Gil-Pérez, D., Gras-Martí, A., Guisasola, J., Martínez-Torregrosa, J., Salinas, J., Trumper, R., & Amparo Vilches, P. V. (2007). Teaching of energy issues: a debate proposal for a global reorientation. Science & Education, 16(1), 43-64.

Duit, R. (1981). Students’ notions about the energy concept - before and after physics instruction. Retrieved from http://eric.ed.gov/?id=ED229237.

Engeström, Y. (2001). Expansive learning at work: toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156.

Ginestié, J., & Tricot, A. (2013). Activité d’élèves, activité d’enseignants en éducation scientifique et technologique. Recherches en Didactique des Sciences et des Technologies, 8, 9-22.

Givry, D., & Andreucci, C. (2015). Un schéma vaut-il mieux qu’un long discours ? Education & Didactique, 9(1), 119-141.

Givry, D., & Pantidos, P. (2015). Ambiguities in representing the concept of energy: a semiotic approach. Review of Science, Mathematics and ICT Education, 9(2), 41-64.

Koliopoulos, D., & Argyropoulou, M. (2012). Constructing qualitative energy concepts in a formal educational context with 6-7 year old students. Review of Science, Mathematics and ICT Education, 5(1), 63-80.

Koliopoulos, D., & Ravanis, K. (2000). Réflexions méthodologiques sur la formation d’une culture concernant le concept d’énergie à travers l’éducation formelle. Spirale, 26, 73-86.

Kurnaz, M. A., & Calik, M. (2009). A thematic review of ‘energy’ teaching studies: focuses, needs, methods, general knowledge claims and implications. Energy Education Science and Technology Part B: Social and Educational Studies, 1(1), 1-26.

Kurnaz, M. A., & Sağlam Arslan, A. (2011). A thematic review of some studies investigating students’ alternative conceptions about energy. Eurasian Journal of Physics and Chemistry Education, 3(1), 51-74.

Leont’ev, A. N. (1978). Activity, Consciousness, and Personality. Retrieved from https://www.marxists.org/archive/leontev/works/1978/.

Millar, R. (2014). Towards a research-informed teaching sequence for energy. In R. F. Chen, A. Eisenkraft, D. Fortus, J. Krajcik, K. Neumann, J. C. Nordine & A. Scheff (Eds), Teaching and learning of energy in K-12 education (pp. 187-206). New York: Springer.

Morge, L., & Buty, C. (2014). L’énergie : vers des recherches plurididactiques. Recherches en Didactique des Sciences et des Technologies, 10, 9-34.

Papadouris, N., & Constantinou, C. P. (2011). A philosophically informed teaching proposal on the topic of energy for students aged 11-14. Science & Education, 20(10), 961-979.

Pozzer-Ardenghi, L. (2009). Research on inscriptions: visual literacy, authentic science practices, and multimodality. In K. Tobin & W.-M. Roth (Eds), The world of science education. Handbook of research in North America (pp. 307-324). Rotterdam: Sense Publishers.

Rogalski, J. (2008). Théorie de l'activité et cadres développementaux pour l'analyse liée des pratiques des enseignants et des apprentissages des élèves. In F. Vandebrouck (Dir.), La classe de mathématiques: activités des élèves et pratiques des enseignants (pp. 23-30). Toulouse, France : Octarès Éditions.

Vince, J., & Tiberghien, A. (2012). Enseigner l’énergie en physique à partir de la question sociale du défi énergétique. Review of Science, Mathematics and ICT Education, 6(1), 89-124.

Watts, D. M. (1983). Some alternative views of energy. Physics Education, 18(5), 2-13.


Full Text: PDF

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.


Re S M ICT E, ISSN: 1792-3999 (electronic), 1791-261X (print)

Laboratory of Didactics of Sciences, Mathematics and ICT, Department of Educational Sciences and Early Childhood Education - University of Patras.

Πασιθέη: Ηλεκτρονικές Επιστημονικές Δημοσιεύσεις Ανοικτής Πρόσβασης, 2008-2012
Βιβλιοθήκη & Κέντρο Πληροφόρησης - Πανεπιστήμιο Πατρών