Le concept de masse en physique : quelques pistes à propos des conceptions et des obstacles / The concept of mass in physics : some elements about conceptions and obstacles

Givry, Damien

doi:10.4267/2042/23920

Cited by 3 publications

(4 citation statements)

References 8 publications

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“…A few students even made an analogy (free falling feather and elephant) to support their ideas. That is complementary to the findings concerning gravitation in space (Gilbert et al 1982, Galili 2001, Sharma et al 2004, Brown and Clement 1992, Givry 2003, Gönen 2008) and the path of objects in outer space (Hestenes et al 1992).…”

Section: Discussionsupporting

confidence: 59%

“…However, research in physics education has shown that the use of this simple equation is not as simple as thought (Coelho 2010). Students' difficulties with the concepts in this law, including (1) the concept of force (Clement 1982, Gunstone 1987, Hallouna and Hestenes 1985, Viennot 1985, ( 2) mass (Bovet and Halbwachs 1980, Brown and Clement 1992, Galili 1993, 1995, 2001, Givry 2003, Gönen 2008, Halbwachs 1979, Halbwachs et al 1983, Heurtaux 1978, Mullet and Gervais 1990) and (3) acceleration (Coelho 2010, Tas ¸ar 2010, Trowbridge and McDermott 1981, have been investigated. These studies concern motion on Earth.…”

Section: Introductionmentioning

confidence: 99%

“…These studies concern motion on Earth. However, there are several studies in the literature concerning frictionless space and extra-terrestrial environments (Chandler 1991, Brown and Clement 1992, Gürel and Gürdal 2002, Givry 2003, Sharma et al 2004, Gönen 2008. These studies aimed at examining students' conceptual understanding without solving such problems quantitatively.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Students’ misconceptions about Newton's second law in outer space

Temiz

Yavuz

2014

Eur. J. Phys.

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Students’ misconceptions about Newton's second law in frictionless outer space were investigated. The research was formed according to an epistemic game theoretical framework. The term ‘epistemic’ refers to students’ participation in problem-solving activities as a means of constructing new knowledge. The term ‘game’ refers to a coherent activity that consists of moves and rules. A set of questions in which students are asked to solve two similar Newton's second law problems, one of which is on the Earth and the other in outer space, was administered to 116 undergraduate students. The findings indicate that there is a significant difference between students’ epistemic game preferences and race-type (outer space or frictional surface) question. So students who used Newton's second law on the ground did not apply this law and used primitive reasoning when it came to space. Among these students, voluntary interviews were conducted with 18 students. Analysis of interview transcripts showed that: (1) the term ‘space’ causes spontaneity among students that prevents the use of the law; (2) students hesitate to apply Newton's second law in space due to the lack of a condition—the friction; (3) students feel that Newton's second law is not valid in space for a variety of reasons, but mostly for the fact that the body in space is not in contact with a surface.

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Section: Discussionsupporting

confidence: 59%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Students’ misconceptions about Newton's second law in outer space

Temiz

Yavuz

2014

Eur. J. Phys.

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“…D'autres études didactiques ont déjà confirmé et soutenu que le contexte de vie quotidienne de l'élève exerce une influence sur ses réponses (Viennot, 1977(Viennot, et 1989Halloun & Hestenes, 1985 ;Finegold & Gorsky, 1991 ;Thijs & Van Den Berg, 1995 ;Palmer, 1997Palmer, et 2001Tao & Gunstone, 1999 ;Kraus & Minstrell, 2002). Certaines études didactiques ont fait également constater la résistance des conceptions dans les réponses données par des élèves à la suite d'un apprentissage (Tsai & Chou, 2002 ;Givry, 2003 ;Treagust & Duit, 2008, Potvin, Mercier, Charland & Riopel, 2011.…”

Section: Problème De Rechercheunclassified

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

Coppens¹,

Munier²

2005

didas

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Dans le cadre d’un suivi du DEUG mis en place à l’université Paris 7, un nouvel outil méthodologique de recueil de conceptions et raisonnements en physique a été élaboré afin de permettre une étude à grande échelle. Il s’agit d’un double QCM dans lequel les étudiants doivent non seulement choisir une réponse parmi celles qui leurs sont proposées mais aussi choisir de la même façon la justification qui leur semble la plus pertinente. L'objet de cette recherche est d’évaluer cet outil et de déterminer dans quelle mesure ce type de formulation influe sur les réponses des étudiants. Une étude préliminaire a montré que certains facteurs semblaient «aider» les étudiants lorsque le questionnaire est proposé sous forme de double QCM, c’est-à-dire que les taux de bonnes réponses obtenus sous cette forme sont supérieurs à ceux obtenus avec des questions ouvertes, alors que d’autres facteurs semblent les «gêner». Ces différents facteurs ont ensuite été testés indépendamment et nous avons montré que deux facteurs influencent de façon significative les résultats d’un double QCM. Il s’agit de la présence ou de l’absence d’un distracteur très attractif ainsi que de la «force» de «l’association» entre les réponses et les justifications. Nous avons pour finir envisagé les implications pratiques de ces résultats, tant du point de vue de problématiques d’évaluation à grande échelle que du point de vue de certaines recherches en didactique.

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Le concept de masse en physique : quelques pistes à propos des conceptions et des obstacles / The concept of mass in physics : some elements about conceptions and obstacles

Cited by 3 publications

References 8 publications

Students’ misconceptions about Newton's second law in outer space

Students’ misconceptions about Newton's second law in outer space

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

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

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