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Du changement conceptuel à la complexification conceptuelle dans l'apprentissage des sciences
| Content Provider | Semantic Scholar |
|---|---|
| Author | Bélanger, Michel |
| Copyright Year | 2009 |
| Abstract | Science learning has often been thought as a replacement process: learners' spontaneous ideas must be replaced by scientific ones. Many learning models in science education were formulated in this way (at least impliciùy). But theses spontaneous ideas proved to be more resistant than initially thought. Several researchers concluded that students often possess an odd combination of intuitive and scientific ideas. Generally, the phenomenon of "multiple conceptions" refers to students having a repertoire of different conceptions, each associated with a context of relevance. A number of researchers in science education constructed models of this phenomenon, but none included a systematic treatment of what we consider one of its most important aspects: the fact that these multiple conceptions are not isolated within the cognitive structure, but integrated into a whole in many ways. This whole constitute a complex of conceptions, whence our utilisation of the expression "conceptual complexification" to designate this form oflearning. Using ideas in the conceptual change literature and in philosophy of science, we propose five kinds of cognitive structures that could play an intermediary role between alternative conceptions, allowing the management of their multiplicity: descriptive, evaluative, explicative, transformative, and decisional. In the empirical section of the research, we explore specifically decisional structures, which are responsible for the selection of one conception of the repertoire. In order to do so, we submitted two series of tasks to eight collegial and undergraduate students in two situations. In the first tasks, subjects are asked to explain three phenomena (one biological and two physical) to fictive audiences of various ages (6 to 15 years old). In the second tasks, students' understanding of the quantum version of the Young's interference experiment is probed in order study their understanding of the demarcation between quantum and classical mechanics. In these two situations, students appear to make use of two different strategies for selecting between alternative conceptions. Many topics of science education are briefly touched in this research. The conceptual complexification model that we propose could constitute an interesting theoretical framework for their future study. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://papyrus.bib.umontreal.ca/xmlui/bitstream/handle/1866/6487/Belanger_Michel_2009_these.pdf?isAllowed=y&sequence=1 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
