Procédures didactiques de déstabilisation du système de représentations spontanées des élèves pour la propagation de la lumière

Ravanis, Konstantinos; Papamichaël, Yannis

doi:10.4267/2042/23766

Cited by 36 publications

(43 citation statements)

References 13 publications

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“…A long tradition of relevant research exists in the field of geometrical optics for concepts and phenomena such as light as entity (Guesne, 1984(Guesne, , 1985Watts, 1985;Ravanis & Boilevin, 2009;Métioui & Trudel, 2010;Ntalakoura & Ravanis, 2014;Grigorovitch, 2015;Rodriguez & Castro, 2016), light propagation (Ravanis & Papamichael, 1995;Métioui & Trudel, 2012), shadows formation (Ravanis, Zacharos & Vellopoulou, 2010;Herakleioti & Pantidos, 2016;Delserieys, Impedovo, Fragkiadaki & Kampeza, 2017;Pantidos, Herakleioti & Chachlioutaki, 2017;Delserieys, Jegou, Boilevin & Ravanis, 2018), vision (Selley, 1996;Dedes, 2005;Kokologiannaki & Ravanis, 2013;Ravanis 2018) and the image formation (Dedes & Ravanis, 2009;Kaltakci-Gurel1, Eryilmaz & Mc. Dermott, 2017), the reflection and diffraction (Prasetyo, Hindarto & Masturi 2015;Kaltakci-Gurel1, Eryilmaz & McDermott, 2016;Arianti, Yuliati & Sunaryono, 2017, 2018.…”

Section:  Introductionmentioning

confidence: 99%

Mental representations of 14-15 years old students about the light propagation time

Ravanis¹,

Kaliampos

2018

JPP

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Mental representations of 14-15 years old students about the light propagation time. Objectives: The study of students' representations of physics concepts and phenomena constitutes a central part of science education research, as they play a decisive role in teaching. In the study presented here, we investigate the mental representations of 14-15 years old students about the light propagation time, before they were taught about it in school. Methods: The empirical data was gathered through an interview using three tasks which involved the evaluation of hypothetical situations. The research data included representations that cause difficulty in the comprehension of the position of a light source in relevance to the light propagation time. Findings: Most of students assumed that the identification of the light propagation time is strongly correlated with the large distance between the light source and the receiver. Conclusion: This study concluded that the arrangement of objects in space strongly influences the students' thinking.

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Section:  Introductionmentioning

confidence: 99%

Mental representations of 14-15 years old students about the light propagation time

Ravanis¹,

Kaliampos

2018

JPP

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“…Having in mind that the meaning of non alive is equally important, and in this case the most useful concept from all the concepts of non-alive was the concept of death (Maurer, 1970;O-saki & Samiroden, 1990), we wanted them to understand this in comparing a living to non living thing. So we designed an experimental teaching intervention that would use cognitive-conflict (lnhelder & Piaget, 1974; Doise & Mugni, 1981;Perret-Clennont, 1979;Vygotski, 1986Vygotski, /1934Ravanis & Papamichael, 1995;Ravanis & Bagakis, 1998) between their everyday knowledge and knowledge presented through instruction and the observation of certain objects and their properties.…”

Section: Introductionmentioning

confidence: 99%

The development of the concept of alive by preschoolers through a cognivive conflict teaching intervention

Zogza

Papamichaël

2000

Eur J Psychol Educ

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The aim of this research was the conceptual change and transformation of the intuitive conceptions ofpreschoolers concerning life through a cognitive -conflict teaching intervention. Young children use the criterion of movement to justify the classification of objects as living or non-living, that is classify plants as non-living because they are immobile and mobile non-alive objects as living. The concept oflife includes many sub-concepts and movement is a secondary and not a universal characteristic of living organisms. The subjects of this research were chosen according to their replies concerning the classification of plants as non-living. Subjects of the experimental group received a teaching intervention aiming at the change of their conceptual context about life and focusing mainly at the dependence of an organism to its environment. In the teaching intervention we used the procedure of cognitive conflict through the juxtaposition of live organisms to dead ones and mobile simulations. Our results show that all the children of experimental group presented a conceptual change classifying the plant as alive and using explanations including the dependence on environment and otherfunctions, increasing the number ofcriteria used for justification ofthe animal as living.

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“…During this time the intellect is guided to a series of perceptive focal points that lead to the formation of simple and functional interpretative schemes (Ravanis & Papamichael 1995). Thus, the simplistic emission model appears to have a stronger explanatory power, than the more complex one of light reception through secondary emission from objects.…”

Section: Discussionmentioning

confidence: 98%

The Mechanism of Vision: Conceptual Similarities between Historical Models and Children’s Representations

Dedes

2005

Sci Educ

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James Wandersee asked in 1986: 'Can History of Science help science educators anticipate students' misconceptions?. This paper aims to answer the same question by attempting a comparative bibliographical study between the assumptions of early philosophers and the conceptions of children relating to the roles of light and the eye in the process of vision. The results indicate remarkable similarities, which are analysed as to their nature and origin. The conclusions underline the significant role of the history of science as a rich bank of ideas for the design of educational material. Additionally, implications for educational research are discussed.

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Procédures didactiques de déstabilisation du système de représentations spontanées des élèves pour la propagation de la lumière

Abstract: Résumé

Cited by 36 publications

References 13 publications

Mental representations of 14-15 years old students about the light propagation time

Mental representations of 14-15 years old students about the light propagation time

The development of the concept of alive by preschoolers through a cognivive conflict teaching intervention

The Mechanism of Vision: Conceptual Similarities between Historical Models and Children’s Representations

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