Quel est l'impact des registres sémiotiques sur l'efficacité d'une séquence d'enseignement sur les gaz pour des élèves de Seconde ?

This research be interested in written language and sign systems in learning scientific concepts. It will show that the effectiveness of teaching about the gas on students varies with semiotic registers, as text or diagram. Our theoretical framework is in physics education and adopts a socio-constructivist approach using work on the semiotic. Based on a pre and post test (using text and diagram) given to 90 students at the upper-secondary school level (Grade 10 [15-year-old students]), we analyzed their responses with the Sphynx software. Our analysis is reproducible and all our results are statistically significant at the Chi2 test. Its show that after teaching students progress more and are much more efficient: (a) in the diagram to use ideas on particle aspect and the uniform distribution of gas and (b) in the written text to mobilize ideas on the action of the gas. Furthermore, it seems that there is a probable influence between semiotic registers used during teaching on a specific concept about gas and the importance of the evolution of students' ideas on this concept in the same semiotic register.Cette recherche s'intéresse à l'importance du langage écrit et des systèmes de signes dans l'apprentissage de concepts scientifiques. Elle propose de montrer que l'efficacité d'un enseignement à propos des gaz sur des élèves de seconde varie en fonction des registres sémiotiques du texte ou du schéma. Notre cadre théorique se situe dans la didactique de la physique et adopte une approche socio-constructiviste utilisant des travaux sur les registres sémiotique. À partir d'un pré et d'un post questionnaire (utilisant simultanément du texte et du schéma) passé auprès d'environ 90 élèves de Seconde, nous avons analysé leurs réponses avec le logiciel Sphynx. Notre analyse est reproductible et l'ensemble de nos résultats sont statistiquement significatifs au test du Khi2. Ils montrent qu'après enseignement les élèves progressent plus et sont beaucoup plus performant : (a) dans le registre du schéma pour utiliser des idées sur l'aspect particulaire et la répartition homogène des gaz et (b) dans le registre des réponses écrites en langage naturel pour mobiliser celles sur l'action du gaz. De plus, il semble qu'il y ait une influence probable entre les registres sémiotiques utilisées pour travailler une notion dans l'enseignement et l'importance de la progression des idées des élèves sur cette notion dans ces mêmes registres sémiotiques

CONTRIBUTIONS OF TALK, GESTURE AND SALIENT ELEMENTS OF THE SETTING TO ANALYSE STUDENT'S IDEAS IN SCIENCE THROUGH VIDEO

International audienceOver the past two decades, video analyses of science classroom have developed tools to describe, model and understand teaching and learning processes. Following the activity theory approach (Leontiev, 1978) using tools adapting from communication analysis (Givry & Roth, 2006), we propose to show what are the contributions of the interplay of talk, gestures and semiotic resources in the setting to analyze students' conceptualization. Our database consists of questionnaires, interviews and classroom video data and written worksheets of 14 students at the upper-secondary school level (Grade 10 [15-year-old students]) during a one-month teaching sequence about gas. We use Kronos software to code videos through several levels : Tasks (Macro), actions (Meso), meaning-making (Micro). Based on semiotic resources contained in language, we reconstruct in great detail all the ideas about gas expressed by students during the entire teaching sequence. Our results show (a) that we need to analyze simultaneously talk, gesture and salient element of the setting to reconstruct the meaning performed by student during communication acts. (b) how the interplay of talk, gestures and salient elements could be pertinent to describe the construction and the stabilization of the meaning of the word quantity performed by a student. However, some research already shows that prosodic features of speech (intensity, pitch, pitch contours) are further semiotic resources used in classroom conversations (Roth, 2005). Future research will show whether and how such additional resources further improve our unit of analysis called ''idea''. Furthermore, our results concern only a few students and cannot be extrapolated. We can considered it as assumptions which will be tested in future research

Study of scientific workshops for students conducted in the context of a school-university partnership

International audienceThis work focuses on the development of a tool that aims to better understand how scientific workshops conducted by university researchers are helping to provide a scientific literacy to students between 10 and 17 years old. This study presents firstly a methodology for developing an inquiry, and also focuses on the first data analysis. It is based on a questionnaire of 91 assertions, associated with four choices (referring to a Likert scale) to test students' opinions on scientific research on an epistemological, social and personal level. This inquiry was distributed to 227 students (aged 14 to 17) and internal consistency of the questions was checked. We present here the most significant results according the three levels of analysis: epistemological, socio-economy and personal. On the epistemological level, students acknowledge science as a human construction in permanent evolution. However, the ideas of challenges and dynamics of research obtained more mixed answers. About social level, students recognize that science is conducted in connection with the needs of society, but they have an elitist view of science. Concerning the result about divulgation of science, the students say the public is not sufficiently informed, because researchers don't make enough effort to popularize their work. As expected, personal level obtained the most negative responses, the majority of students have a disaffection for science and do not intend to follow a career in science. Finally, this work reflects the importance of a school-university partnership, because it is a possible way to develop students' ideas about the nature of science and scientific work

L’incontournable usage du cas et de l’exemple dans l’enseignement universitaire

La question de l’évolution des pratiques pédagogiques dans l’enseignement supérieur est actuellement au cœur des débats pour faire face, entre autres, à une baisse de motivation des étudiants ou une hétérogénéité du public étudiant. Dans ce contexte, le choix a été fait de s’interroger sur l’usage de l’exemple et l’étude de cas dans l’enseignement supérieur, pratique courante et partagée par des enseignants-chercheurs de nombreuses disciplines, même si peu explorée dans la recherche en éducation au niveau universitaire. Nous présentons dans un premier temps quelques considérations théoriques pour tenter de définir l’exemple dans l’enseignement universitaire, puis nous identifions des questions que de telles pratiques posent dans le rapport avec les étudiants et dans l’impact en termes d’efficacité des apprentissages. Les recherches présentées dans ce numéro interrogent les choix didactiques des enseignants exerçant à l’université lorsqu’ils utilisent des exemples ou des cas dans leurs cours. Elles s’appuient sur les points de vue d’enseignants-chercheurs de diverses disciplines : physique, chimie, mathématiques, histoire, géographie et urbanisme. En s’intéressant aux pratiques enseignantes universitaires et à la question de leur variété à travers l’usage de l’exemple, nous soulevons la question de leur efficacité pour engager les étudiants dans les apprentissages.The evolution of teaching practices in higher education is at the heart of many debates to face challenges such as low student motivation or the growing heterogeneity amongst student population. In this context, the choice was made to question the use of examples in higher education. It is a frequent practice, shared by lecturer from many areas, but rarely studied by research in education at university level. We first present theoretical considerations in order to propose a definition of what an example in higher education can be. We then consider the questions raised by such practices in the relation between lecturer and students and the effectiveness in terms of student learning. The researches presented in this issue question the didactical choices of lecturer at university when using examples in their courses. It is a based on the opinion of lecturers from different subjects: physics, chemistry, mathematics, history, geography and urbanism. This interest in university lecturers’ practices and their multiple uses of examples in class then raises the question of the effectiveness in relation to student engagement and learning

Démarches d’investigation en sciences et construction du savoir

National audienceDepuis plusieurs années, les démarches dites «d’investigation» sont mises en avant dans les programmes scolaires en mathématiques et en sciences expérimentales. Depuis septembre 2013, les lycéens arrivant dans l’enseignement supérieur ont été initiés à ces démarches, en particulier à l’école primaire et au collège. Lors du minicolloque «Enseignement» du congrès général de la SFP 2013, nous nous sommes centrés sur ce nouveau «profil» d’étudiant qui nécessite d’être connu des enseignants du supérieur, en particulier concernant les démarches scientifiques

Science Education in the Mediterranean region: Editorial

International audienceScience education has been the subject of a particular attention for several years on an international level. Successive reports have been published during the last twenty years and tend to have convergent conclusions and recommendations (Boilevin, 2013) for the promotion of a science education addressed to all students (and not only future scientists) from preschool to university. In particular, the latest report from the European Commission (European Commission, 2015) insist on various aspects: (1) the importance of a continuum of science education from preschool to active engaged citizenship, (2) the importance of a focus on competences that go beyond one science subject and link several subjects together, (3) the importance of quality in teacher education, and (4) on the role played by research in education to enhance the efficiency of renovated science teaching and learning. This volume is set in such a context and presents a series of research in science education all coming from different countries across the Mediterranean region

Optical diagnostics of laser plasmas

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L'incontournable usage du cas et de l'exemple dans l'enseignement universitaire

International audienceThe evolution of teaching practices in higher education is at the heart of many debates to face challenges such as low student motivation or the growing heterogeneity amongst student population. In this context, the choice was made to question the use of examples in higher education. It is a frequent practice, shared by lecturer from many areas, but rarely studied by research in education at university level. We first present theoretical considerations in order to propose a definition of what an example in higher education can be. We then consider the questions raised by such practices in the relation between lecturer and students and the effectiveness in terms of student learning. The researches presented in this issue question the didactical choices of lecturer at university when using examples in their courses. It a based on the opinion of lecturers from different subject: physics, chemistry, mathematics, history, geography and urbanism. This interest in university lecturers’ practices and their multiple uses of examples in class then raises the question of the effectiveness in relation to student engagement and learning.La question de l'évolution des pratiques pédagogiques dans l'enseignement supérieur est actuellement au coeur des débats pour faire face, entre autres, à une baisse de motivation des étudiants ou une hétérogénéité du public étudiant. Dans ce contexte, le choix a été fait de s'interroger sur l'usage de l'exemple et l'étude de cas dans l'enseignement supérieur, pratique courante et partagée par des enseignants-chercheurs de nombreuses disciplines, même si peu explorée dans la recherche en éducation au niveau universitaire. Nous présentons dans un premier temps quelques considérations théoriques pour tenter de définir l'exemple dans l'enseignement universitaire, puis nous identifions des questions que de telles pratiques posent dans le rapport avec les étudiants et dans l'impact en termes d'efficacité des apprentissages. Les recherches présentées dans ce numéro interrogent les choix didactiques des enseignants exerçant à l'université lorsqu'ils utilisent des exemples ou des cas dans leurs cours. Elles s'appuient sur les points de vue d'enseignants-chercheurs de diverses disciplines : physique, chimie, mathématiques, histoire, géographie et urbanisme. En s'intéressant aux pratiques enseignantes universitaires et à la question de leur variété à travers l'usage de l'exemple, nous soulevons la question de leur efficacité pour engager les étudiants dans les apprentissages

EDUCATIONAL GAME ABOUT RANDOMNESS & EVOLUTION FOR STUDENTS IN SCIENCE

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Narrative writing about fictional animal evolution following the game-play darwinium

International audienceThe communication is based on the integration of the board game Darwinium in a biology class in lower secondary school in France. The game, designed by a team of researchers and teachers, engages students to observe the evolution of fictional animal populations. It aims to model different ideas of chance in an evolutionary process. Students are engaged in narrative writings after a game-play. From the analyses of these writings we identify student’s expression of ideas about chance and evolution and how they connect to the narrative of the game. For some students, there is an understanding of certain important ideas of evolution (variability, chance, environmental pressure)