Studying Students' Learning Processes Used during Physics Teaching Sequence about Gas with Networks of Ideas and Their Domain of Applicability

Givry, Damien; Tiberghien, Andrée

doi:10.1080/09500693.2011.566289

Cited by 7 publications

(8 citation statements)

References 36 publications

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“…Hence while Givry and Tiberghien (2012) explicitly observed and identified downsizing of the "domain of applicability" they do not discuss it in relation to teaching strategies. Furthermore, they suggest the opposite teaching strategy that, arguing that students already often do it spontaneously.…”

Section: An Effective Teaching Strategy Derived From the Dov Frameworkmentioning

confidence: 99%

“…While other theories have touched upon domains of validity, the instructional implications have received little attention. For example, Givry and Tiberghien (2012) extensively analysed (via written worksheets and hours of video data collected in the classroom and in the lab) the interaction between two 15-year old students in a physics course related to gases. Having identified three processes of learning: "(1) establishing links between ideas, (2) increasing the domain of applicability of ideas, or (3) decreasing the domain of applicability of ideas" (Givry & Tiberghien, 2012, p. 223), they observed than the third process occurs much less often than the second one.…”

Section: An Effective Teaching Strategy Derived From the Dov Frameworkmentioning

confidence: 99%

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Domain of validity framework: a new instructional theory for addressing students’ preconceptions in science and engineering

Sommeillier

Quinlan

Robert

2020

Studies in Science Education

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Section: An Effective Teaching Strategy Derived From the Dov Frameworkmentioning

confidence: 99%

Section: An Effective Teaching Strategy Derived From the Dov Frameworkmentioning

confidence: 99%

Domain of validity framework: a new instructional theory for addressing students’ preconceptions in science and engineering

Sommeillier

Quinlan

Robert

2020

Studies in Science Education

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“…Bodily actions are a key means of activating the imagination, since they assist in the construction of narrative worlds, within which learners actually live and think. Whatever happens in the material world of the classroom that is realized through semiotic systems, invites learners to imagine and construct concepts in an intelligible "there" [13], [25]- [27].…”

Section: The Narrative Character Of Science Teachingmentioning

confidence: 99%

Narration and multimodality: The role of the human body and material objects in science teaching

Pantidos

Kaliampos

Ravanis

2022

IJERE

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<span>This article seeks to shed light on the semiotic approach to science teaching and learning. Essentially, the mental representations of learners are also affected by the sign vehicles employed to communicate ideas in the material world. Thus, any learning object also appears as a material representation, consisting of acoustic and visual forms, which affect its content. The human body’s kinetic modalities, spatial configurations (i.e., graphs, images), material objects, prosody, as well as the written and spoken word constitute the perceptual data that encode the concepts. This particular paper deals with the possibility that the more emphatic signifiers, i.e., the human body and material objects, can create narrative spaces and produce meaning during science teaching. It also discusses alternative uses of material objects along with the multiple interpretations their visual images can evoke. As regards the human body, iconic, deictic, and ergotic gestures are analyzed as forms that produce meaning and are autonomous and dynamic when working with the other semiotic systems. Both material objects and the human body rely upon the ability of the learners’ imagination to transport them to narrative worlds located outside the classroom.</span>

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“…La séance de l'enseignant A se situe au milieu de la progression sur le thème de la physique des gaz ; elle est réalisée en groupes de travaux pratiques (moitié de classe) et porte sur le passage d'un modèle qualitatif de l'évolution de la pression d'un gaz dans une enceinte fermée à un modèle quantitatif. La séquence dans laquelle elle est inscrite a été conçue par le groupe SESAMES, constitué d'enseignants de sciences physiques et de chercheurs en didactique ; elle est publiée sur le site PEGASE 19 , et a fait spécifiquement par ailleurs l'objet d'autres travaux de recherche (Givry, 2003 ;Givry & Tiberghien, 2012).…”

Section: Un Exemple D'étude Des Praxéologiesunclassified

Analyse praxéologique de l’enseignement de l’épistémologie de la physique : le cas de la notion de modèle

Pelissier¹,

Venturini²

2016

educationdidactique

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Les programmes français d'enseignement de la physique en lycée général afichent d'ambitieux objectifs en matière d'épistémologie de la discipline, tout en laissant aux enseignants la charge de déinir le détail du texte du savoir à enseigner. Décrire et comprendre comment font les enseignants qui souhaitent enseigner de tels savoirs épistémologiques s'inscrit dans le contexte plus général des recherches sur l'enseignement de la Nature of Science (NOS), conduites essentiellement à l'étranger. Pour analyser les pratiques d'enseignement, nous avons convoqué certains des concepts de la théorie anthropologique du didactique (Chevallard, 1989(Chevallard, , 1992(Chevallard, , 1999(Chevallard, , 2003 pour étudier de telles pratiques dans le contexte spéciique de l'enseignement des sciences physiques au lycée. L'étude centrée sur l'objet de savoir modèle a été menée sur deux séances en classe de seconde (dixième année d'enseignement) par deux enseignants de physique expérimentés. Même si l'institution n'accorde pas une grande place dans l'enseignement de la physique à la notion de modèle, son enseignement s'impose a priori de la même manière aux deux enseignants. Toutefois, sa mise en oeuvre et les justiications qu'on peut lui donner sont très différentes, l'un d'entre eux en faisant un objet de savoir à part entière. Cette étude met en lumière que l'enseignement d'objets de savoirs épistémologiques en lycée nécessite des conditions spéciiques, au premier rang desquelles l'explicitation de ce savoir. Elle met aussi en relief la possibilité de caractériser les pratiques d'enseignement de l'épistémologie à partir de ce qui se dit et se fait en classe, sans recourir nécessairement aux données déclaratives des enseignants. This research is a about "Nature of Science" (NOS) teaching. The french high school physics teaching curricula shows ambitious purposes about epistemology of physics, but the teachers have to deine the epistemological knowledges to be taught. We would want to describe and understand how do the teachers when they wish to teach those epistemological knowledges. We choose to use the anthropological theory of didactics (Chevallard) in order to study teaching practices in high school (10th year). We focuse on how "model" is tought during two lessons by two experienced teachers. Even if the curriculum gives rather no room to models and modelling in physics teaching, the two teachers have to teach them in the same way. However, the observed practices and the justiications each teacher gives about are very different: one of them teaches model and modelling explicitely, and the other teaches it implicitely. This study shows that teaching NOS in high school requires speciic conditions, in the forefront of which making NOS more explicit. It also highlights the possibility of characterizing NOS teaching only from what is done in the classroom and not only from teachers' declarations.

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Studying Students' Learning Processes Used during Physics Teaching Sequence about Gas with Networks of Ideas and Their Domain of Applicability

Cited by 7 publications

References 36 publications

Domain of validity framework: a new instructional theory for addressing students’ preconceptions in science and engineering

Domain of validity framework: a new instructional theory for addressing students’ preconceptions in science and engineering

Narration and multimodality: The role of the human body and material objects in science teaching

Analyse praxéologique de l’enseignement de l’épistémologie de la physique : le cas de la notion de modèle

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