Évaluation d'un outil méthodologique, le « double QCM », pour le recueil de conceptions et l'analyse de raisonnements en physique / Monitoring Student Progress in Physics Using Double Multiple-Choice Questions

Coppens, Nicolas; Munier, Valérie

doi:10.4267/2042/23946

Cited by 5 publications

(3 citation statements)

References 14 publications

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“…As well, many works explain these conceptual difficulties by the fact that most teachers do not consider in their teachings the students' conceptions constructed before the lesson. The lack of such education is due, among other things, to the insufficient didactic formation (Coppens & Munier, 2005). According to these findings, it is relevant to have more information on the explanatory models of students (before and after teaching) about phenomena related to static electricity.…”

Section: The Context and Purpose Of The Frameworkmentioning

confidence: 99%

A New Approach to Chemistry Teachers Education at Pedagogical University of Cracow

Cieśla¹,

Nodzyńska²

2021

University Education of Future Science Teachers

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The paper descrribes the proposal of a new approach to the construction of a studies that prepare students to become a chemistry teachers that is realised at Pedagogical University of Cracow. The need to prepare a new study program is discussed, as well as its relationship with the mission of the University. Preparation for the teaching profession requires an interdisciplinary approach. Someone who will be an excellent chemist, biologist or mathematician will not necessarily be a very good teacher. Therefore, it is not enough to equip the student with knowledge and skills in the substantive field, in this case chemistry, but also psychological, pedagogical and methodological preparation. Therefore, the proposed studies at the Pedagogical University have been prepared in such a way as to meet these requirements. The objectives of the studies and the profile of the graduate are presented, as well as the methods of verifying the learning outcomes. Also the learning process is descibed.

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Section: The Context and Purpose Of The Frameworkmentioning

confidence: 99%

A New Approach to Chemistry Teachers Education at Pedagogical University of Cracow

Cieśla¹,

Nodzyńska²

2021

University Education of Future Science Teachers

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Section: The Context and Purpose Of The Frameworkmentioning

confidence: 99%

Chemistry as Part of Society Through Centuries – The First Experience From Teachers’ Education

Milanović¹,

Bílek²

2021

University Education of Future Science Teachers

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The course Chemistry as part of society through centuries was offered as an elective course to students future teachers at Faculty of Education Charles University in Prague. It was special challenge for them because the course was organized in English language with lecturer from the University of Belgrade – Faculty of Chemistry realising post-doc stay here. The main aims of the course were that students: (i) become familiar with historical development of chemistry as part of the society, (ii) learn about important discoveries from the past and scientists creditable for these discoveries, (iii) enrich understanding the nature of science. The syllabus encompassed twelve topics that covered period from prehistory to the 20th century. In order to monitor students’ progress, they were tested by the same test in the beginning and in the end of the course. Students’ exam task was to write an essay about self-chosen topic from history of chemistry. The course was enrolled by 33 students. Three topics were elaborated in the classroom, while others were realized in distance form through video-presentations and other teaching materials. By comparison of students’ answers in the initial and final test, it can be concluded that they improved knowledge about chemical discoveries from the past, and some views on the nature of science. The students wrote essays on different topics, but the topics women in chemistry and Czech scientists were more frequent than others.

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“…Le domaine de raisonnement n'a pas été retenu afin de faciliter la cotation et la comparabilité des réponses. Par conséquent, la double question à choix multiple (Coppens & Munier, 2005) a été retenue. Cette double question à choix multiple est constituée d'une partie évaluant la culture scientifique et une autre évaluant le degré de certitude exprimé (Caleon, & Subramaniam, 2010).…”

Section: Instrumentation De L'étude Quantitativeunclassified

Regard didactique sur l'explication des différences de performance des élèves marocains et québécois aux évaluations internationales

Loubaki

Potvin

Abad

2012

JoQiE

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This article presents a study in science teaching which aimed to better understand and explain the differences in performance achieved by young Moroccans and Quebecers aged 15 in an international assessment. Our study is part of a diagnostic perspective of conceptions in science (Tsai and Chou, 2002, Kraus and Minstrell, 2002; Thijs and Van Den Berg, 1995; Tsai and Chou, 2002). The theoretical framework is inspired by the work of Balacheff (1995) on the characterization of conceptions according to the subject / environment dynamic. The research approach is based on a mixed, predominantly qualitative approach. Our results attest to the existence of an important influence of conceptions of cultural origin in the orientation of student responses to standardized items used in certain large international surveys. These results therefore offer avenues for reflection on the possibility of putting into perspective the explanations for the difference in performance between countries with different cultural backgrounds, as well as avenues for solution to minimize them. Consequently, our study raises a questioning of a didactic nature on the modeling of the contents and format of so-called standardized items. What can be the invariants in the dressing of a standardized item in science with regard to the contextually valid conceptions which orient the pupils' responses?

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Évaluation d'un outil méthodologique, le « double QCM », pour le recueil de conceptions et l'analyse de raisonnements en physique / Monitoring Student Progress in Physics Using Double Multiple-Choice Questions

Cited by 5 publications

References 14 publications

A New Approach to Chemistry Teachers Education at Pedagogical University of Cracow

A New Approach to Chemistry Teachers Education at Pedagogical University of Cracow

Chemistry as Part of Society Through Centuries – The First Experience From Teachers’ Education

Regard didactique sur l'explication des différences de performance des élèves marocains et québécois aux évaluations internationales

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