The aim of this study was to explore and analyse 'spontaneous' ways of reasoning (SWR) of students in elementary kinematics (uniform motion in galilean frames). A set of experiments presented to 80 eleven-year-old children and to some 700 first- and fourth-year university students showed types of right and wrong answer which varied little from one sample of pupils to another. It seems difficult to attribute these results solely to school learning; but they can be well accounted for if the authors assume the existence of an organised system which the authors call the 'natural model', as opposed to the kinematic model of the physicists. This model involves two components which always interact: a purely descriptive one describing motion, and a causal one explaining motion.
This article presents the results of an evaluation of local teacher support strategies for implementing inquiry-based science education (IBSE) in French primary schools. The research objective was to determine which aspects of the French model of IBSE are implemented in class, and the efficiency of each teacher support strategy. Data were recovered through class observations. Findings confirm the need for long and continuous forms of teacher support, and expose the advantages and disadvantages of support delivered by pedagogues and support delivered by university science students. Writing in science class, which is a fundamental aspect of the French IBSE programme, is far from being implemented according to advocated practices.
Parmi les métiers du physicien, figure celui d'enseignant de sciences physiques qui a pour mission d'aider les futurs citoyens que sont les élèves à acquérir une culture scientifique et technique. Quel type de physique doit-on enseigner à tous ces élèves dont peu deviendront physiciens ? On peut distinguer, en ce qui concerne l'enseignement de Ia physique au niveau secondaire, trois types de positions, toutes très intéressantes.
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