Light mental representations of 11-12 year old students

Castro, David

doi:10.24297/jssr.v1i1.3055

Cited by 12 publications

(14 citation statements)

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“…The problem of the difficulty of constructing light as an independent entity that propagates in space has previously been identified in a series of studies from 5 -16 year-old students. Thus it seems that childrens' thought focuses more on light sources or bright areas where light arrives (Stead & Osborne, 1980;Tiberghien, Delacote, Ghiglione, & Matalon, 1980;Anderson & Kärrqvist, 1983;Guesne, 1984Guesne, , 1985Langley, Ronen, & Eylon, 1997;Rice & Feher, 1987;Ravanis, 1998;Toh, Boo, & Woon, 1999;Mendoza Pérez & López-Tosado, 2000;Galili & Hazan, 2000;Ravanis & Boilevin, 2009;Ravanis, 2010;Castro, 2013;Castro & Rodriguez, 2014;Grigorovitch, 2015).…”

Section: Describe Relevant Scholarshipmentioning

confidence: 99%

Changing 8-9 Year-Old Pupil’s Mental Representations of Light: A Metaphor Based Teaching Approach

Rodriguez

Castro²

2016

AES

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This research paper examines the role that teaching mediation plays in the destabilization and reconstruction of representations of the concept of light among primary education students. It investigates their comprehension of light as an entity that is transferred autonomously of the light source and the receiver. This problem has been studied with two groups of 8-9 year-old children. The experimental group (E.G) participated in a teaching process that aimed to lead pupils to the construction of a model compatible to the scientific own; the control group (C.G) followed traditional teaching methods. In all experimental situations studied the difference between pre-test and post-tests was significant for the subjects of the experimental group both at the level of explaining the light as independent entity and at the level of the stability of cognitive acquisitions.

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Section: Describe Relevant Scholarshipmentioning

confidence: 99%

Changing 8-9 Year-Old Pupil’s Mental Representations of Light: A Metaphor Based Teaching Approach

Rodriguez

Castro²

2016

AES

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“…Pour la première, plusieurs chercheurs soulignent que la plupart des élèves du secondaire n'arrivent pas à distinguer la lumière de sa source (Blizak, Chafiqi et Kendil, 2009et Castro, 2013. Dans ce sens, Fetherstonhaugh, Happs et Treagust (1987) montrent que la majorité des jeunes du secondaire considèrent que la lumière est toujours associée à sa source ou à l'effet produit.…”

Section: Alors Quelle Est La Nature De Cette Entité Qui Nous Informe Autant Et Motive La Recherche Scientifique Et Comment Est-elle Enseiunclassified

“…Force est de constater qu'il y a une confusion entre la lumière comme entité indépendante et sa source comme objet. Par inférence, nous pouvons comprendre l'origine des résultats trouvés par Castro (2013) et qui soulignent que la plupart des élèves du secondaire n'arrivent pas à distinguer la lumière de sa source. Cette forme de TD, dite désyncrétisation, risque de masquer des liens et de la cohérence de l'organisation des savoirs à l'élève.…”

Section: Analyse Des Transferts Des Savoirsunclassified

Transposition didactique en physique : exemple de la lumière

Fadil

2021

Didactique

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Cet article examine la transposition didactique des concepts associés à la lumière dans les disciplines science et technologie et physique, en analysant les manuels scolaires utilisés au Québec. Les résultats de l’étude montrent que les manuels analysés accordent très peu de place aux trois concepts essentiels à la compréhension de la nature de la science en général et à celle de la lumière en particulier: les modèles théoriques, l’histoire des sciences et la place du doute. Cela conduit à une dogmatisation du savoir transposé au niveau du savoir à enseigner. Trois explications à cette situation nous paraissent plausibles: la première tient au statut de la science dans la société. La deuxième tient à l'absence de liens entre les lieux de production des savoirs et le ministère de l’Éducation. La troisième, d’ordre épistémologique, tient au statut de la physique chez laquelle les concepts abstraits, les lois et les théories occupent une position particulière par rapport aux autres disciplines. En d’autres mots, l’histoire de l’optique a subi plusieurs changements de paradigmes et ses modèles théoriques ne sont pas encore stabilisés.

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“…Both assimilation, the transformation of external reality so that it can be embodied each time in the existing mental structures, and accommodation, as the modification of the existing structures so they can assimilate new elements from the environment, ensure the adaptation of the cognitive schemata, thus restoring the equilibration between the stimuli of the environment and the internal cognitive structures developed each time (Piaget, 1958). Thus, the basic premise of the Piagetian framework than a human interacts with the environment, and the related own that children are active rather than passive participants in their own development tallies with nature and the physical and biological sciences (Castro, 2013;Kokologiannaki & Ravanis, 2013;Ozdemir, Guneysu & Tekkaya, 2006). This view is reflected also by Vygotski (1962) when he points out that the major intellectual task facing children is their constant need to make sense of everything.…”

Section: The Student's Science Experiencementioning

confidence: 99%

The Scientific Experience as Teaching Reality

Castro¹

2020

EJAE

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This article presents a study of the use of experiences from the natural and biological sciences in the classroom. The questioning of classical and traditional methods of teaching science, at the same time with the development of modern research in the psychology of learning and education, have led to revisions of the role of students and educators. The student is now seen as an active shaper of his own approach to knowledge and to the transformation of his daily experience into learning the physical and biological sciences. The teacher is treated as the critical intermediary between knowledge and the child and thus his role in the management of scientific experience is decisive but not transmissive. These issues are approached from different angles. Article visualizations:<img src="/-counters-/edu_01/0621/a.php" alt="Hit counter" />

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Light mental representations of 11-12 year old students

Cited by 12 publications

References 12 publications

Changing 8-9 Year-Old Pupil’s Mental Representations of Light: A Metaphor Based Teaching Approach

Changing 8-9 Year-Old Pupil’s Mental Representations of Light: A Metaphor Based Teaching Approach

Transposition didactique en physique : exemple de la lumière

The Scientific Experience as Teaching Reality

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