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Résumé

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The objective of this study was to investigate the effect of a socio-cognitive teaching strategy on young children. It tests their understanding of the factors that friction depends on when an object is projected across a horizontal surface. The study was conducted in three phases: pre-test, teaching intervention, and post-test. The sample consisted of 68 preschool children who were assigned to two groups according to age and cognitive ability, based on their responses to a pre-test. The children in the experimental group participated in activities that were approached from a socio-cognitive perspective while the children in the control group participated in the same activities but from a Piagetian perspective. A statistically significant difference was found (Mann-Whitney U-test), between the pre-test and the post-test, providing evidence for the effect of the socio-cognitive strategy on children's understanding of a 'precursor model' for the concept of friction.

The aim of this study was to explore the extent to which the characteristics of two teaching interventions can bring about cognitive progress in preschoolers with regard to the factors rolling friction depends on, when it is applied to an object that is freely rolling on a horizontal surface. The study was conducted in three phases: pre-test, teaching intervention, and post-test. Two teaching strategies were compared: one inspired by Piaget's theory (Piagetian approach) and one inspired by post-Piagetian and Vygotkian assumptions (socio-cognitive approach). A statistically significant difference was found between the pre-test and post-test, providing evidence that the socio-cognitive approach allows for the creation of a more appropriate teaching framework compared to the Piagetian one.