This study focuses on the difficulties of pupils in final year of college cycle (14-17 years) to mobilize mathematical knowledge in mechanical modeling activities. The objective is to try to understand the dynamics of the transfer of mathematical knowledge in modeling the concept of "speed" and the notion of "force." To do this, we developed two individual written questionnaires to a sample of pupils. One focuses on mathematics and the other mechanics. To better interpret some results, we held individual interviews with a sample of pupils. Analysis and interpretation of the results of the questionnaires and interviews show that the mathematical knowledge mobilization difficulties are due in the first hand to the non mastery of this knowledge in mathematic courses and the second hand to the fact that pupils aren’t conscious of the linkages which exist between mathematic and physic. The students having answered correctly seem adopting memorization strategies than cognitive strategies conducive to the transfer.
Previous research findings revealed that integration of information and communication technology (ICT) in schooling is below expectations even though the institutional context promotes the use of ICT. Based on this, the purpose of this study is to investigate the relationship Moroccan teachers have to the use of ICT by adapting leading change approach. To do this, we first analyzed official documents and speeches and results of previous studies. Also, we studied the results of the questionnaire that we developed and distributed to teachers from different school levels and areas. The results of this study show that some teachers have a blurred vision of the ICT project 'GENIE' and some of them ignore what this project is about. This investigation concluded that reforms to integrate ICT in schooling remain very limited despite efforts to spread the use of technology in the Moroccan school.
Le travail que nous présentons dans cet article vise la redynamisation de l’enseignement-apprentissage du produit scalaire via la conception d’une séquence d’introduction de cette notion au lycée et des modalités de sa mise en œuvre par l’enseignant. Cet intérêt est justifié par le manque d’activités motivantes dans les manuels marocains que nous avons consultés et par le fait que la construction de cette notion mobilise des objets mathématiques susceptibles de cumuler des difficultés d’apprentissages telles que les notions de vecteur et de produit. La démarche adoptée dans cette recherche, se base sur le constructivisme comme théorie d’apprentissage, l’approche interdisciplinaire pour donner plus de sens aux savoirs construits et l’intégration de la géométrie dynamique permettant de conjecture du résultat dans sa généralité en couvrant tous les cas de figures possibles et la construction éventuelle des figures dynamiques par les apprenants. Ainsi ; nous avons choisi comme activité d’approche une situation authentique dont la résolution fait appel essentiellement à la notion de résultante de deux forces que les apprenants ont déjà abordée en mécanique, et aux notions de somme de deux vecteurs et le théorème de Pythagore vus en mathématiques.
This article deals with the numerous pedagogical and didactic constraints to the transdisciplinary knowledge transfer between mathematics and physics (mechanics) at the last year of secondary school. By taking into consideration the three entities of the didactic triangle (Content, students and teachers), we analyzed in this exploratory study official pedagogical orientations, curricula and textbooks of mathematics and physics. Then, we administered to a sample of 12 to 15-year-old pupils, mathematical and physical written questionnaires in which they have to use proportionality/linearity concept by considering different register of semiotic representation and the rationality frame of each discipline., the analysis of the results reveal some difficulties that can be explained by a lack of knowledge related to the change of rationality frame and semiotic register rules. In order to understand the origin of these difficulties, we proceeded by analyzing the transdisciplinary practices of mathematics/physics teachers by European Scientific Journal November 2016 edition vol.12, No.31 ISSN: 1857 ResumeCet article traite les différentes contraintes pédagogiques et didactiques à la mise en oeuvre de la continuité mathématique-mécanique en dernière année du cycle du secondaire collégial. Pour ce faire, nous avons pris en considération, dans cette étude exploratoire, les trois composantes du triangle didactique. Nous avons en premier lieu procédé à l'analyse des orientations pédagogiques, des programmes et des manuels scolaires actuels des mathématiques et de la physique. Ensuite, nous avons soumis à un échantillon d'élève (12-15 ans) deux questionnaires écrits l'un en mathématiques et l'autre en mécanique dont la résolution des situations interpellent le concept proportionnalité/linéarité tout en considérant les différents registres de représentation et le cadre de rationalité propre à chaque discipline. Les résultats révèlent des difficultés liées vraisemblablement à une méconnaissance des règles de changement sémiotiques ainsi qu'au changement de cadre de rationalité. Pour comprendre l'origine de ces difficultés, nous avons opté pour l'analyse des pratiques transdisciplinaires d'un échantillon d'enseignants des deux disciplines via un questionnaire écrit semi-ouvert. Les résultats de dépouillement du questionnaire semblent indiquer des pratiques et des représentations favorisant le cloisonnement entre les deux disciplines traduit par une rupture inter-didactique mathématiques-physique. Pour y remédier, nous proposons quelques stratégies et pistes d'actions.
This article focuses on the difficulties faced by actors in the process of teaching and learning chemistry, in particular the concepts of redox and acid-base. As to methodology, two tests were developed to conduct two empirical studies. The first test to identify the conceptual difficulties encountered by these actors when teaching the concepts above. The second test examines the skills mobilized by in-service and preservice teachers at the training center to solve daily life situations involving knowledge covered in the high school program such as electronegativity, polarity of a chemical bond, oxidation state of a chemical element, Lewis structure, rules or laws allowing the prediction of a spontaneous transformation, microscopic modeling of a chemical transformation and the classification of the different ox/red pairs, based on standard potentials. The results of these two studies reveal that preservice and in-service teachers have epistemological deficiency related to the knowledge to be taught and are unable to mobilize the appropriate knowledge to solve practical chemistry problems. Consequently, they cannot mentor learners to acquire the skills assigned in the chemistry curriculum: in particular, solving the problems providing from real and daily life. Individual interviews allowed us to better explain the dysfunctions causing these difficulties. Received: 4 February 2023 / Accepted: 20 April 2023 / Published: 5 May 2023
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