La construction des sciences physiques par les représentations et les erreurs : cas des phénomènes magnétiques

Maarouf, Abdeljalil; Benyamna, Salah

doi:10.4267/2042/23845

Cited by 15 publications

(13 citation statements)

References 4 publications

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“…This type of explanations decreases drastically with school instruction and is a minority among high educational levels (Maarouf & Benyamna, 1997). It is plausible that these explanations come from elementary school curricula, where a common exercise is to have students classify materials as magnetic or nonmagnetic.…”

Section: How Do Students Explain the Existence Of A Magnetic Field Inmentioning

confidence: 99%

“…within the field of mechanics, as well as the concepts of electric current, voltage, and resistance of simple circuits of continuous current in electricity (Pfundt & Duit, 1999). However, there has been little research, in the area of magnetism, in relation to the area of mechanics or electricity, although in the last decade studies in the area of magnetism have been increasing in secondary education (Bar, Zinn, & Rubin, 1997;Barrow, 1987;Erickson, 1994;Galili, 1995;Maarouf & Benyamna, 1997;Seroglou, Panagiotis, & Vassilis, 1998). Only recently have some studies been carried out at the university level and on postgraduates (Bagno & Eylon, 1997;Borges, 1999;Borges & Gilbert, 1998;Colombo de Cudmani & Fontdevila, 1990;Galili & Kaplan, 1997;Greca & Moreira, 1998;Meneses & Caballero, 1995;Pais de Sousa, 1997;Velazco, 1998).…”

Section: Introductionmentioning

confidence: 99%

“…Most studies we have referred to focus on the analysis of students' conceptions with regard to specific aspects such as the interactions between magnets at primary school level, and to a lesser extent at secondary level (Bar, Zinn, & Rubin, 1997;Barrow, 1987;Maarouf & Benyamna, 1997). However, few studies provide a wider analysis that include not only magnetic force but also magnetic field (Borges, 1999;Borges & Gilbert, 1998;Velazco, 1998).…”

Section: Introductionmentioning

confidence: 99%

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Difficulties in learning the introductory magnetic field theory in the first years of university

2004

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This study examined university engineering and physical science students' misconceptions of the nature of magnetic field. It is assumed that a significant knowledge of the sources of magnetic field is a basic prerequisite when students have to think about electromagnetic phenomena. To analyze students' conceptions, we have taken into account the fact that individuals build mental representations to help them understand the functioning of a physical system. These mental representations include different explanatory categories of reality in one same individual, depending on the context and the contents concerned. Therefore, we have designed an interview and an open-question questionnaire with an emphasis on explanations, so as to analyze the students' reasoning. We found that most of the students failed to identify the source of the magnetic field and they confuse magnetic force and magnetic field. It is concluded that although the questionnaire and interviews involved a wide range of phenomena, the misconceptions identified fall into four main categories of explanations which can inform curriculum development by identifying the strengths and weaknesses of the students' conceptions.

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Section: How Do Students Explain the Existence Of A Magnetic Field Inmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Difficulties in learning the introductory magnetic field theory in the first years of university

2004

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“…For example, they think that a magnet's poles accumulate charges with different signs (Borges & Gilbert, 1998). Many students have difficulties in imagining a field model to explain the magnetic interactions between magnets or between magnets and ferromagnetic materials, and they consider the magnetic property as a characteristic substance of the materials (Maarouf & Benyamna, 1997). The literature at the university level suggests that students have difficulties in vectorial relationships for field and forces, and that there is confusion regarding the magnetic field's non-radial direction (Maloney et al, 2001;Pais de Sousa, 1997).…”

Section: Previous Research On Students' Conceptions Of Magnetic Fieldmentioning

confidence: 99%

Designing and Evaluating Research-Based Instructional Sequences for Introducing Magnetic Fields

Guisasola

Almudí

Ceberio

et al. 2008

Int J of Sci and Math Educ

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This study examines the didactic suitability of introducing a teaching sequence when teaching the concept of magnetic fields within introductory physics courses at the university level. This instructional sequence was designed taking into account students' common conceptions, an analysis of the course content, and the history of the development of ideas about magnetic fields. The evaluation is undertaken by comparing the results with a control group using written questionnaires and analyzing recordings of class discussion. The results show that the elements within the sequence help students to reconcile an overall description with field analysis of magnetic interactions.KEY WORDS: designing instructional sequences, student learning, teaching of magnetic fields As a follow-up to empirical studies addressing students' conceptions (Wandersee, Mintzes, & Novak, 1994;Duit, 2006), and to theoretical developments on teaching and learning as a constructive activity, researchers have developed research-based instructional approaches for improving students' understanding of scientific knowledge (Meheut & Psillos, 2004). The study presented here draws on an educational research model that emphasizes the research-based approach to practical problems. These problems become the focus of research projects; they generate results with practical use and contribute to developing educational science (Kelley, 2003). One distinctive feature of these studies is their dual character, which involves both research tools and innovation aiming at the handling of specific topic-related learning problems.The aim of this paper is to present the design and evaluation of a teaching-learning sequence for introducing the model of magnetic field. In accordance with Méheut & Psillos (2004), we understand by 'teachinglearning sequence' a term widely used to denote the close linkage between the proposed teaching and the expected student-learning outcomes of a research-based, topic-oriented sequence. The approach presented here falls within the line of research where teaching and learning are investigated at a detailed level (involving a single topic sequence) rather than at a whole curriculum level, carried out over 1 or 2 years.The goal of the teaching-learning sequence is to help students reconcile their (often erroneous) ideas about the concept of magnetic field with scientific theory and to enable these students to use a model to explain and predict the interactions both between magnets, and between magnets and currents. We hoped that as a result of their involvement in the activities of the teaching-learning sequence they would changes their views of magnetic interactions. In this task the following questions were asked:

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“…Ceux qui ont été menés concernent les conceptions de jeunes élèves sur les phénomènes magnétiques, les difficultés éprouvées par des étudiants à donner du sens aux concepts et la propension à utiliser des procédures, les modèles mentaux relatifs au magnétisme, la nature du raisonnement en présence d'un champ, le type d'enseignement à dispenser pour améliorer la situation. L'étude des conceptions sur les phénomènes magnétiques de certains des élèves marocains interrogés par Maarouf & Benyamna (1997) montre qu'ils ont une représentation de l'aimantation qui est « causale linéaire ». Celle-ci résulte du « passage de quelque chose d'un agent (source de champ magnétique, de tension, circuit) à un patient (objet à aimanter, circuit) », la « perte de ce quelque chose » entraînant une désaimantation.…”

Section: Introduction Et Problématiqueunclassified

Analyse du raisonnement d'étudiants utilisant les concepts de base de l'électromagnétisme / Analysis of students' reasoning using the basic concepts of electromagnetism

Bagheri-Crosson¹,

Venturini²

2006

didas

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RésuméDe rares travaux en didactique de la physique portant sur l'électromagnétisme ont montré l'existence, chez les élèves et les étudiants, de difficultés concernant la compréhension et l'utilisation du concept de champ magnétique et des concepts associés. Afin de comprendre ces difficultés, nous avons étudié les raisonnements mis en oeuvre par des étudiants issus du DEUG sciences de la matière, lorsqu'ils mobilisent dans différentes situations les concepts de base de l'électromagnétisme, en nous référant à la théorie des champs conceptuels. Nous avons pu ainsi identifier les invariants opératoires utilisés et l'organisation de leurs conduites. Il apparaît que les étudiants interrogés sont très peu nombreux à contrôler la pertinence et la cohérence de leurs propos, que les invariants opératoires sont utilisés de manière non contextualisée et très souvent sans qu'un sens physique leur soit associé. Mots clés : électromagnétisme, champ magnétique, théorie des champs conceptuels, invariant opératoire, schème, enseignement universitaire. AbstractVery few works in didactics of physics on electromagnetism showed the existence of students' difficulties concerning the comprehension and the use of the concept of magnetic field and the associated concepts. In order to understand these difficulties, we studied the reasoning used by undergraduate students when they use in various situations the basic concepts of electromagnetism, using the "theory of conceptual fields". We thus could identify the operational invariants used and the organization of their behaviour. We showed that very few students control the pertinence and the coherence of their answers. Moreover that the operational invariants are not contextualized to the problem-solving situation and they are often used without any physical meaning.

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La construction des sciences physiques par les représentations et les erreurs : cas des phénomènes magnétiques

Abstract: Résumé Cet article présente une étude qui vise à élucider les causes qui peuvent expliquer les difficultés éprouvées par les élèves marocains âgés de 13 à 20 ans dans

Cited by 15 publications

References 4 publications

Difficulties in learning the introductory magnetic field theory in the first years of university

Difficulties in learning the introductory magnetic field theory in the first years of university

Designing and Evaluating Research-Based Instructional Sequences for Introducing Magnetic Fields

Analyse du raisonnement d'étudiants utilisant les concepts de base de l'électromagnétisme / Analysis of students' reasoning using the basic concepts of electromagnetism

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