Students' Conceptions in Physics and Mathematics: Biases and Helps

Weil‐Barais, Annick; Vergnaud, Gilles

doi:10.1016/s0166-4115(08)61316-3

Cited by 14 publications

(32 citation statements)

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“…La teoría de Campos Conceptuales (Vergnaud, 1990) constituye un marco referencial cognitivo para el estudio del desarrollo y aprendizaje de competencias complejas. Su potencialidad para la investigación sobre el aprendizaje de la Física radica en la posibilidad de comprender procesos que subyacen a la cognición, en particular, a la construcción de representaciones internas del sujeto.…”

Section: La Teoría De Campos Conceptualesunclassified

“…El mayor desarrollo de la teoría ha estado en el ámbito de la matemática, lo cual no la hace exclusiva de ese dominio. Se encuentran trabajos recientes en educación en Física con este marco referencial relacionados con: i) resolución de problemas y la interpretación de las dificultades en la construcción de modelos mentales ante enunciados de problemas novedosos (Escudero et al, 2003); ii) el estudio de los invariantes operatorios presentes en los esquemas y la efectividad de las representaciones simbólicas para la conceptualización en física (Weil-Barais e Vergnaud, 1990;Stipcich et al, 2004;Bravo e Pesa, 2004a;2004b).…”

Section: La Teoría De Campos Conceptualesunclassified

“…Con el fin de analizar y orientar la investigación educativa en relación con los TL, hemos tomando un referencial cognitivo además del epistemológico, para proponer un modelo que representa la dinámica cognitiva de los estudiantes enfrentados a la resolución de situaciones problemáticas en el contexto de un laboratorio de Física básica. El modelo está basado en la Teoría de Campos Conceptuales propuesta por Vergnaud (1990).…”

Section: Introductionunclassified

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El trabajo de laboratorio en cursos de física desde la teoría de campos conceptuales

Pesa

Moreira

2006

Ciênc. educ. (Bauru)

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Resumen: Los Trabajos de Laboratorio, dirigidos a la resolución de problemas de ciencia, implican el abordaje de situaciones problema mediante tareas y subtareas propias del quehacer científico. El proceso de aprendizaje durante el desarrollo de estos trabajos se analiza desde la Teoría de Campos Conceptuales propuesta por Gérard Vergnaud. Esta teoría considera el saber y el saber hacer como dos aspectos indivisibles en el desarrollo conceptual; y, permite analizar la relación entre conocimientos explícitos y conceptualizaciones implícitas a partir de las acciones de los sujetos en situaciones específicas. El desarrollo cognitivo se concibe en el marco de campos conceptuales, constituidos por conjuntos de: situaciones, conceptos y reglas de acción, y representaciones simbólicas, y centrado en la asimilación y acomodación de esquemas del sujeto en acción. Se presenta y discute un modelo (MATLaF) elaborado para la comprensión de los procesos cognitivos en un trabajo de laboratorio.Palabras clave: conceptos-en-acción. teoremas-en-acción. trabajo de laboratorio. aprendizaje en el laboratorio de Física. Abstract: This paper looks at laboratory work addressed to science problem solving which implies approaching problematic situations by means of tasks and subtasks typical of the scientific investigation. The learning process during the development of these tasks is analyzed from the perspective of the conceptual fields theory, proposed by

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Section: La Teoría De Campos Conceptualesunclassified

Section: Introductionunclassified

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El trabajo de laboratorio en cursos de física desde la teoría de campos conceptuales

Pesa

Moreira

2006

Ciênc. educ. (Bauru)

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“…Therefore, "misconceptions" are frequent. These misconceptions are coherent frameworks of ideas that persist in students' minds and that are resistant to instruction [4,5]. Moreover, manipulation errors often occur during lab works.…”

Section: Introductionmentioning

confidence: 99%

AMI: Augmented Michelson Interferometer

et al. 2015

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Experiments in optics are essential for learning and understanding physical phenomena. The problem with these experiments is that they are generally time consuming for both their construction and their maintenance, potentially dangerous through the use of laser sources, and often expensive due to high technology optical components.We propose to simulate such experiments by way of hybrid systems that exploit both spatial augmented reality and tangible interaction. In particular, we focus on one of the most popular optical experiments: the Michelson interferometer. In our approach, we target a highly interactive system where students are able to interact in real time with the Augmented Michelson Interferometer (AMI) to observe, test hypotheses and then to enhance their comprehension. Compared to a fully digital simulation, we are investigating an approach that benefits from both physical and virtual elements, and where the students experiment by manipulating 3D-printed physical replicas of optical components (e.g. lenses and mirrors).Our objective is twofold. First, we want to ensure that the students will learn with our simulator the same concepts and skills that they learn with traditional methods. Second, we hypothesis that such a system opens new opportunities to teach optics in a way that was not possible before, by manipulating concepts beyond the limits of observable physical phenomena.To reach this goal, we have built a complementary team composed of experts in the field of optics, human-computer interaction, computer graphics, sensors and actuators, and education science.

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“…However, these last years, it has been observed that students in high school and in the higher education system didn't feel confortable with many mathematical tools and physical models [2,3,4]. As a consequence, their motivation and then their ability to learn new physical concepts are reduced.…”

Section: Introductionmentioning

confidence: 99%

Conception of comics dedicated to optics learning

Machemy

Bousquet

2015

SPIE Proceedings

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Optics' teaching is commonly based on the use of lessons including several mathematical tools. For example, ray tracing can be described through matrix algebra, and interference and polarization can be supported by the use of complex numbers. Thus, the numerous mathematical descriptions included in the optics' lessons represent a real difficulty for students having insufficient skills in mathematics. Moreover, despite of very impressive optical effects one can observe in real life, e.g. rainbows, their description in optics' courses is often considered as too academic and boring, and finally not really exciting.In this context, we have invented a new type of comics dedicated to optics' learning. Based on a dialogue between two imaginary characters, one considered as the young student and the other one as the old teacher, we have chosen to reduce the role of mathematics and to mix realistic and unrealistic elements in the drawing to complete the explanations faster. Starting from reflection and refraction, the Snell's laws then allow for describing natural phenomena such as mirage and rainbow as well as technical points such as light propagation into an optical fiber and the measurement of the refraction index.The first volume presented here will be evaluated during the fall semester 2015 in different high schools and at university through a linked survey and the students will also get access to an online version while the following parts are in preparation.

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Students' Conceptions in Physics and Mathematics: Biases and Helps

Cited by 14 publications

References 14 publications

El trabajo de laboratorio en cursos de física desde la teoría de campos conceptuales

El trabajo de laboratorio en cursos de física desde la teoría de campos conceptuales

AMI: Augmented Michelson Interferometer

Conception of comics dedicated to optics learning

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