Les représentations du cancer chez les publics scolaires

International audienc

Evaluer par compétences ou évaluer sans noter ?

Cette recherche s’intéresse aux expérimentations désignées par la double expression « évaluation sans notes » / « évaluation par compétences » dans cinq collèges de l’Académie de Dijon. Des entretiens collectifs avec les équipes pédagogiques et l’étude d’un corpus de supports d’évaluation utilisés par huit enseignants de trois disciplines (maths, français, svt) dans des classes de sixième nous permettent d’analyser l’origine de ces pratiques, les objectifs poursuivis et de caractériser les objets d’évaluation concernés. Il s’avère que c’est la suppression de la note chiffrée qui constitue le dénominateur commun de toutes ces expérimentations alors que l’analyse des objets évalués révèle une forte instabilité didactique de la notion de compétence dans ces pratiques d’évaluation

Evolution of scientific conceptions and knowledge among gymnasium pupils

International audienceTwo major models investigate the relationship between conceptions and knowledge: the KVP model of Clement and the structural model of Balacheff. In order to prove the necessity to shift the conceptions as claimed by Giordan’s allosteric model, it is important to study the evolution and the relationship between conceptions and knowledge. This research deals with the following questions: what sort of relationship can be established between conceptions and knowledge? What factor can make these two parameters evolve? This study was carried out on 45 pupils (two classrooms). It intended to collect conceptions and knowledge before and after science learning training. Individual and collective evolution path were analyzed. The results show a similar improvement of conceptions and knowledge for most of the pupils after learning training. However, some pupils present an imbalance between the level of their conceptions and knowledge after training. These data could mean that the phase of deconstruction is not yet achieved. However, balance and imbalance between conceptions and knowledge reveal the existence of a relationship. These results give evidence in favour of the transformation of conception as claimed by allosteric model. They also confirm the existence of relationship between conceptions and knowledge as indicated in Clement’s model, but so far no data allows confirming Balacheff’s hypothesis claiming that knowledge can be described as a set of conceptions

Impact of “Relation with learning” on scientific conceptions and knowledge among gymnasium pupils

International audienceAccording Balacheff and Clement models, knowledge (K) and conceptions (C) interact mutually. Clement seems to define conceptions as a set of items fueled by values, practices and knowledge while Balacheff defines knowledge as a set of situated conceptions. Moreover, Chevallard and Charlot make the hypotesis that learning requires a factor commonly underestimated: the “relation with learning”.This study surveys the impact of the relation with learning on the evolution of scientific conceptions and knowledge among learners. It intends to test the Charlot and Chevallard hypothesis as well as the Balacheff and Clement models in order to identify a possible interaction between knowledge and conceptions.We surveyed a population of gymnasium pupils (n = 47) about blood circulation. One questionnaire enabled to determine a set of relation with learning profiles. Besides, two questionnaires were distributed one month before the learning sequence (phase 1), then two months after the learning sequence (phase 2) : one questionnaire for identifying the conceptions, the other one for measuring the knowledge level. Our results show clearly that the two factors are correlated: utilitarian profile (U) and pleasure profile (P) both improve in the short run the evolution of the scientific conceptions and knowledge. The knowledge evolution and the conceptions evolution are rather similar during the sequence we have surveyed. These data do not disconfirm the interactionnal hypothesis between C and K inside the set circumscribed by Balacheff and Clement. On the other hand our data do not allow so far to assure whether conceptions constitute a set of knowledge or not. These data are relevant to shed light on the learning process and emphasize the neccessity to integrate the “relation with learning” into Giordan’s allosteric model claiming to transform the initial conceptions of the learners

Influence of “relation with learning” on a situation of communication teaching-learning for different Scholar pupils

International audienceCommunication can be understood as the set of relations between two people interacting. Between learners and teachers, the relationship is induced by a situation of communication teaching-learning. In this constructivism theory, Chevallard and Charlot [1,2] make the hypotesis that learning requires a factor commonly underestimated: the “relation with learning”. This study surveys the impact of the “relation with learning” of pupils under a situation of communication teaching-learning. The evolution of conceptions among learners had been studied in parallel of pedagogical method proposed by teacher.The necessity to change the conceptions in scientific learning is claimed by Giordan’s allosteric model and KVP model of Clement [3,4]. We surveyed and compared qualitatively a population of primary school pupils (n = 24), high school pupils (n= 25), and university students (n= 20) about a usual topic (blood circulation). One questionnaire enabled to determine a set of relations with learning profiles. Besides, another questionnaire for identifying the conceptions was distributed one month before the learning sequence (phase 1), and again one month after the learning sequence (phase 2) and once again six months after the learning sequence (phase 3). In parallel, the pedagogical method for each teaching sequence were defined using Bell criteria [5].Our first results show that two factors are correlated, like shown in our quantitative last research on gymnasium pupils [6]: utilitarian profile (U) and pleasure profile (P) both improve in the short run the evolution of the scientific conceptions in phase 2. Moreover, these data show same results for phase 3 for primary school pupils, university students and partly for high school pupils. Nevertheless, few conceptions decline between phase 2 and phase 3, specially for high school and primary school pupils. Analysis of different pedagogical methods used in this study shows that inquiry methods proposed for primary school and high school pupils and transmissive/explicit method proposed for university students are not correlated with a better elaboration of conceptions. Moreover, university students have more elaborated their conceptions in phase 3 than other scholar pupils.We can propose that independantly of pedagogical methods, “resonance” of learner with learning defined in partly by his “relation with learning” would be an important factor to create good conditions of communication under a situation teaching-learning

Study on the cancer’s representations from primary school pupils and their filing systems

Proceedings of the 6th edition of the New Perspectives in Science Education Conference, Florence, March 16,-17, 2017International audienceRepresentation is an act of thought through which a subject relates to an object. There is no representation without an object. In order to comprehend the representation’s content, it is thus necessary to emphasize on the components from the representations which scientific information belongs to and that is of great interest for us on this study on cancer.This study aims to identify the cancer’s representations that 10 years old pupils possess (in Year 5). The variable taken into account in this study is the knowledge of cancer these young pupils have and its relative position compared with other illnesses. The sample is composed of 64 pupils from Year 5. The pieces of information were gathered from the filing systems intuitively established by the pupils (Intuitive classifying systems). A first questionnaire (pre-study) required listing the names of the illnesses that come straight to their minds. The second questionnaire suggested 4 features (contagious illness, fatal, curable with or without medicines) and asked to classify illnesses according to the latter.The results showed the strong importance of cancer in the pupils’ minds while they should feel less concerned about it, particularly because this subject is not seen at school at this age. Cancer is the most spontaneously quoted illness before influenza and HIV. It is perceived as non-contagious (For 92% of the pupils) but highly associated to death (89%) even though the chances of survival are higher than for the other illnesses evoked (HIV, influenza, Ebola) thanks to a treatment (30% of the answers). This relation to cancer seems to be correlated to the personal background of the pupils, who were touched by this illness in their close relations, as cancer is often presented as really serious without being explained with simple explanations. These results raised the importance of teaching and giving detailed information in the school or extracurricular environments to young people. It is hoped that such an education would demystify cancer

L’incidence du « rapport à l’apprendre » sur l’évolution des conceptions scientifiques

National audienceThis research surveys the impact of the « relation with learning » on the evolution of scientific conceptions among gymnasium pupils. According to Charlot and Chevallard, learning mobilizes the « relation with learning ».Our results confirm that it exists a positive correlation between these two parameters: profiles indicating a positive relation with learning – namely Utilitarian Profile (U) and Pleasure Profile (P) – reinforce in the short run the evolution of science conceptions.These data show with statistic values that the « relation with learning » may influence science learning and have a positive impact on its dynamic.Cette étude traite de l’incidence du « rapport à l’apprendre » sur l’évolution des conceptions scientifiques chez des collégiens. Elle entend tester l’hypothèse de Charlot et Chevallard selon laquelle l’entrée dans l’apprentissage requiert de prendre en compte le rapport qu’ont les apprenants sur l’apprendre.Nos résultats confirment une corrélation positive entre les deux paramètres : les profils « Utilitariste » (U) et « Plaisir » (P) – caractéristiques d’un rapport favorable au savoir - renforcent à court terme l’évolution des conceptions scientifiques.Ces données montrent statistiquement que le facteur “rapport à l’apprendre” peut influencer l’apprentissage des notions scientifiques et avoir une incidence bénéfique sur sa dynamique

Study on the cancer’s representations from non-initiated academic pupils and their filing systems

International audienc

Can a full value chain be established from the field to the fibres for the production of fine garment textiles from hemp fibres

International audienceThis work discusses the potential of hemp fibre for the establishment of a complementary value chain for the production of fine garment textiles. The work seeks to demonstrate that sufficient dew-retted straw can be produced and high fibre yields obtained at the output of the scutching/hackling processes together with a high fibre quality in terms of morphological (fineness) and mechanical potential for the production high added value fine yarns. The possibility to establish a complementary value chain to flax is analysed

"What can be done to avoid cancer in the student"s mind"

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