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, & Bourdeau, Jacqueline (2019). Comparing the Contexts to Understand Science. In Levrini, O., & Tasquier, G. (Ed.), Proceedings of the 13th Conference of the European Science Education Research Association (ESERA) (p. 286-297). Bologne, Italie.

File(s) available for this item:

PDF - ESERA-2019-comparingcontexts.pdf

Download

Item Type:	Papers in Conference Proceedings
Refereed:	Yes
Status:	Published
Abstract:	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).
Official URL:	https://www.dropbox.com/s/udwtpuyfl6qjz3p/Strand%2...
Depositor:	Tamkodjou, Guy Carlos
Owner / Manager:	Valéry Psyché
Deposited:	10 Mar 2022 17:12
Last Modified:	18 Jul 2024 14:18

Actions (login required)

RÉVISER