Beyond a Dichotomic Approach, The Case of Colour Phenomena

Viennot, Laurence; Hosson, Cécile de

doi:10.1080/09500693.2012.679034

Cited by 14 publications

(15 citation statements)

References 7 publications

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“…Considering only one of the two factors -which means a "functional reduction" -has been found to be very common in many fields. Such an obstacle for example, was highlighted recently in optics (Viennot, L. & Hosson, 2012). Here, the production time rate is the product of the total nitrogen population by the individual probability of a conversion into a 14 C atom (related to the flux of cosmic neutrons).…”

Section: Conceptual Aspectsmentioning

confidence: 99%

“…Some difficulties about these aspects were expected from previous studies concerning the multiplicative aspect (Viennot, L. & de Hosson 2012) and the transition between a transient and a steady state (Viennot, L., 2001;Colin, 2011;Besson et al, 2010). Sub categories (see Table 3) were deduced from our content analysis, which may involve complex frameworks.…”

Section: Conceptual Aspectsmentioning

confidence: 99%

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Co-development of Conceptual Understanding and Critical Attitude: Analyzing texts on radiocarbon dating

Décamp

Viennot

2015

International Journal of Science Education

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This research documents the impact of a teaching interview aimed at developing a critical attitude in students, and focused on a particular topic: radiocarbon dating. This teaching interview is designed to have students react to limited written explanations of the phenomenon under study, and to express their possible frustration or intellectual satisfaction in relation to these texts. We aim to document the possible link between students' developing conceptual understanding of a topic and their ability to express their frustration when presented with very incomplete explanations, or their intellectual satisfaction when presented with complete explanation. As a side product we intend to observe some of their a priori ideas concerning this topic. Ten teaching interviews conducted with fourth-year university students were recorded, transcribed and coded. Beyond a series of results concerning students' a priori understanding of the domain, the analysis of the interviews suggests that, when students are presented with texts of increasing completeness and discuss these with the interviewer, their critical reactions evolve in time in a very specific way. We propose a tentative model for this co-evolution of student conceptual command and critical stance. The discussion bears on possible interpretations for the "anesthesia of judgment" observed in most students at the beginning of the interview, and for a few of them throughout the discussion. Keeping in mind the "competence vs concepts" current alternative, the conditions that seem to free students' critical potential are analysed in relation to their evolving command of the topic and their degree of intellectual satisfaction.

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Section: Conceptual Aspectsmentioning

confidence: 99%

Section: Conceptual Aspectsmentioning

confidence: 99%

Co-development of Conceptual Understanding and Critical Attitude: Analyzing texts on radiocarbon dating

Décamp

Viennot

2015

International Journal of Science Education

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“…Students were asked briefly to rate their gain in understanding and their interest and/or intellectual satisfaction at the end of the teaching interview. All of the students save Vi (rating '1 or 2') expressed very positive feelings, either with their ratings (between 3/4 and 4/4, see We also pinpointed a trend that had already been observed (Mathé & Viennot, 2009;Viennot & de Hosson, 2012a;Viennot & Décamp, 2013), which consists in responding first in terms of self-esteem, as if the expression 'intellectual satisfaction' meant 'satisfaction with his/her own responses' (Mi, Ya and Ch):…”

Section: Mca Phasementioning

confidence: 91%

“…Previous investigations (Mathé & Viennot, 2009;Viennot & de Hosson 2012a;Viennot & Décamp, 2013) suggest that students need to reach a threshold of comprehension before adopting a critical attitude. This lends some credibility to the link we are tempted to see between expressing a retrospective critique and having made notable conceptual progress.…”

Section: Recapitulation and Final Remarksmentioning

confidence: 99%

“…A common conceptual target for both types of papers-even recent ones (Martinez-Borreguero, Pérez-Rodríguez, International Journal of Science Education, 2014Education, http://dx.doi.org/10.1080Education, /09500693.2014 Suero-Ló pez, & Pardo-Fernández, 2013)-has been the set of rules for additive and subtractive synthesis in their usual form, typically: With red light plus green light, you see yellow, or a red pigment absorbs a green light. We have discussed the limitations of such 'all or nothing' statements of these rules-statements which leave no room for the intensity of light (Viennot & de Hosson, 2012a, 2012b. Concerning additive mixing, there must be a balance between the intensities of the lights involved in the synthesis for its outcome to conform to the usual rule.…”

Section: Introductionmentioning

confidence: 99%

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From a Subtractive to Multiplicative Approach: A concept-driven interactive pathway on the selective absorption of light

Viennot

Hosson

2014

International Journal of Science Education

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This research documents the aims and the impact of a teaching experiment on how the absorption of light depends on the thickness of the absorbing medium. This teaching experiment is more specifically characterized as bringing to bear a 'concept-driven interactive pathway'. It is designed to make students analyse the absorption of light by a medium as a selective multiplication (i.e. one depending on the wavelength) of the intensity by a factor smaller than one. Six teaching interviews conducted with fourth-year university students were recorded, transcribed and coded. Their analysis led us to evaluate the importance of the main obstacle expected, that is, of restricting the interpretation of absorption/transmission phenomena to the idea of 'less light', or, equivalently, of seeing a multiplication by a factor smaller than one as just a subtraction. The students' comments at the end of the interview introduce a discussion about the links between their intellectual satisfaction, critical attitude and comprehension of the topic.

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Exploring color concepts in physics education: Addressing common preconceptions among teachers‐in‐training

Martínez‐Borreguero,

Naranjo‐Correa,

Nuñez

2024

Color Research & Application

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In the field of physics education, the identification of students' preconceptions—especially regarding light and color—has been pivotal, as these foundational ideas often persist through higher education. Within teacher education, this is particularly crucial, as these early conceptions can deeply influence how future educators understand and teach these concepts, highlighting the need for an approach that weaves these initial understandings into a coherent scientific framework. Instructing students on color concepts reveals that many grapple with the fundamental optical principles. These initial understandings are integral to designing educational sequences that facilitate conceptual evolution, allowing for a deeper grasp of scientific ideas. This study aimed to examine and interpret the initial conceptions that aspiring primary and secondary educators hold about color and its optical fundamentals, while also developing and applying virtual teaching resources to promote a conceptual change about these foundational concepts. A quasi‐experimental approach was employed, comprising control and experimental groups, and utilizing both qualitative and quantitative methods for a comprehensive analysis. Engaging 409 trainee teachers through non‐probabilistic sampling, the study stratified participants by degree program. These groupings facilitated a comparative evaluation of the pedagogical efficacy of the educational resources developed. The study utilized an online assessment comprising single‐answer multiple‐choice questions, grounded in prior research, which was psychometrically validated. Educational tools were then developed and implemented to foster a deeper understanding of color concepts among prospective teachers. Results analysis highlighted the existence of preconceptions about color among participants from diverse educational backgrounds. The interventions employed were effective in catalyzing a shift in conceptual understanding and in elevating the knowledge levels of the trainee teachers.

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Beyond a Dichotomic Approach, The Case of Colour Phenomena

Abstract: International audienc

Cited by 14 publications

References 7 publications

Co-development of Conceptual Understanding and Critical Attitude: Analyzing texts on radiocarbon dating

Co-development of Conceptual Understanding and Critical Attitude: Analyzing texts on radiocarbon dating

From a Subtractive to Multiplicative Approach: A concept-driven interactive pathway on the selective absorption of light

Exploring color concepts in physics education: Addressing common preconceptions among teachers‐in‐training

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