Comparing the Contexts to Understand Science [r-libre/2561]

Forissier, Thomas; Stockless, Alain; Anjou, Claire; Fournier, Frederic; Le Bail, Chloé; Palsdottir, Auður; Nkambou, Roger; Psyché, Valéry; Fennani, Wafa; Prevost, Lionel; Gonzalez, Jordan; Detienne, Françoise; Baker, Michael; Bernard, François Xavier et Bourdeau, Jacqueline (2019). Comparing the Contexts to Understand Science. Dans Levrini, O. et Tasquier, G. (dir.), Proceedings of the 13th Conference of the European Science Education Research Association (ESERA) (p. 286-297). Bologne, Italie.

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Catégorie de document :	Communications dans des actes de congrès/colloques
Évaluation par un comité de lecture :	Oui
Étape de publication :	Publié
Résumé :	Context-based science learning (CBL) creates instances for authentic inquiry pertaining to students’ environment. It allows students to build their conceptions through interactions between a scientific model and an observable and specific example. In order to avoid the risk of building their conceptions from paradigmatic examples, this article presents research based on the contexts effects. reflecting the symposium, principles and experimental modalities will be presented (part 1). One of the main results about context and conception lies in the fact that correspondences between the identified conceptions and the geothermal contexts of students have been established (part 2). In a design-based research, a modeling tool allowing to calculate contexts gap and predict contexts effects have been developed and described (part 3). The analysis of interactions and affective dimensions during presents the concept of contexts effect as a complex object both a psycho affective event (eureka effect) and as a constructed sequence of interaction (Contexts effect séquencies, part 4).
Adresse de la version officielle :	https://www.dropbox.com/s/udwtpuyfl6qjz3p/Strand%2...
Déposant:	Tamkodjou, Guy Carlos
Responsable :	Valéry Psyché
Dépôt :	10 mars 2022 17:12
Dernière modification :	18 juill. 2024 14:18

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