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Research in Science Education - This paper addresses two methodological issues related to the assessment of teachers’ views of science. The first concerns the distinction between the... 相似文献
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How to improve students' understanding of energy transformation and conservation remains one of the main challenges of energy teaching. To address this challenge, we developed a new teaching strategy suited to high school based on history and philosophy of science (HPS). It involves five key ingredients: study and reproduction of Joule's paddle-wheel experiment, introduction of Rankine's definition, study of a historical text of Joule, use of an “ID card of energy,” and early introduction and multiple application of the principle of energy conservation. This strategy was built and implemented in the frame of a collaborative and iterative work involving researchers and teachers. We examined the effects of this HPS-based teaching strategy on students' understanding of energy. We used a quantitative method based on pre- and post-tests (N = 95/87) completed by a qualitative analysis using both video recordings of classroom activities and videos produced by students during one of the teaching sequences. The outcomes show that the teaching strategy had an overall positive impact on students' learning of energy: in particular, Joule's paddle-wheel experiment seems to favor their understanding of the notion of energy transformation, while the early introduction and multiple application of the conservation principle appears as a relevant option to facilitate its mastering. This study illustrates how HPS might actually be introduced in classrooms and brings to light its usefulness for building new science teaching strategies. 相似文献
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Valérie Munier Hélène Merle Danie Brehelin 《International Journal of Science Education》2013,35(16):2752-2783
The concept of measurement is fundamental in science. In order to be meaningful, the value of a measurement must be given with a certain level of uncertainty. In this paper we try to identify and develop the reasoning of young French pupils about measurement variability. In France, official instructions for elementary school thus argue for having students do activities of measurement, followed by treatments and analysis of the data. The notion of measurement ‘uncertainty’ appears in fourth and fifth grades. A similar approach is proposed in the USA. We present a teaching sequence divided into two parts: the first part in grade 4, the second one in grade 5, the following year, with the same students. The main sources of data were field notes, videotapes, as well as the intermediate written traces produced, individual written tests given each year and clinical interview. We showed that the pupils were capable of entertaining all three possible causes of uncertainty (the quantity being measured, the measuring instrument, and the measurer). Concerning data organization and handling, we found that after teaching, most of them were able to construct a frequency table and a bar chart from a list of N measures of the same quantity. When interpreting this type of chart, some of them were able to argue in terms of a confidence interval. We have also shown that the proposed instructional units allowed pupils to become aware of the need to repeat measurements. 相似文献
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The present study takes an interdisciplinary mathematics–physics approach to the acquisition of the concept of angle by children in Grades 3–5. This paper first presents the theoretical framework we developed, then we analyse the concept of angle and the difficulties pupils have with it. Finally, we report three experimental physics‐based teaching sequences tested in three classrooms. We showed that at the end of each teaching sequence the pupils had a good grasp of the concept of angle, they had truly appropriated the physics knowledge at play, and many pupils are enable to successfully grasp new physics situations in which the angle plays a highly meaningful role. Using a physics framework to introduce angles in problem situations is then pertinent: by interrelating different spaces, pupils were able to acquire skills in the domains of mathematics, physics, and modelling. In conclusion, we discuss the respective merits of each problem situation proposed. 相似文献
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The aim of the article is to empirically analyse the main factors, which allow the emergence of consensus. Moreover, we raise the question of the nature of the codified process involved which seems to be too reducing to promote knowledge flows within the community and, therefore, to contribute to learning processes and better choices about the future. Our analysis relies on a prospective investigation based on a Delphi type study carried out by BETA in 1994. 相似文献
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The aim of the article is to explore different aspects concerning the distinction between the expert and the consultant. We analyse theoretically and empirically these distinctions in the framework of the knowledge-based economy in order to introduce the central concepts of epistemic community and community of practice. The question is to know to which community experts and consultant belongs. We also investigate the role that some actors coming from outside the firm play in reinforcing knowledge creation and codification processes in the firm. 相似文献
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