Understanding pressure: didactical transpositions and pupils' conceptions

Kariotogloy, P; Psillos, Dimitris; Vallassiades, O

doi:10.1088/0031-9120/25/2/003

Cited by 18 publications

(14 citation statements)

References 3 publications

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“…In order to corroborate the findings, the data were triangulated. For instance, we asked students (13)(14) year-olds) before and after instruction, to compare the values of pressure at the same depth in two vessels containing water, for several different situations, e.g., at two different points of the water, at the backs of two divers, in small vessels, in a well, and in the sea, etc. In addition to the descriptive results, we articulated a number of mental models that are possibly used by the students in this domain, named "packed crowd model", "pressing force model" and "liquidness model", as has extensively been presented elsewhere [11].…”

Section: Students' Domain-specific Conceptions and Reasoning In The Fmentioning

confidence: 99%

“…In the context of constructivism, clarification of the gap between students' prior knowledge and the representations of scientific knowledge is of great importance, for elaborating teaching, adapted to students' ideas and reasoning [13]. Taking such a theoretical perspective, we carried out a content analysis of six well-known textbooks on introductory physics, looking at how the concept of pressure is introduced and treated (for more details: [13]). The six textbooks refer to general physics in different countries at three levels, i.e., junior and senior high school and tertiary education.…”

Section: Scientific Content: Representations and Transformationmentioning

confidence: 99%

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Teaching and Learning Pressure and Fluids

Καριώτογλου

Psillos

2019

Fluids

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This essay is a synthesis of more than twenty years of research, already published, on teaching and learning fluids and pressure. We examine teaching fluids globally, i.e., the content to be taught and its transformations, students’ alternative conceptions and their remediation, the sequence of educational activities, being right for students’ understanding, as well as tasks for evaluating their conceptual evolution. Our samples are junior high school students and primary school student-teachers. This long-term study combines research and development concerning teaching and learning fluids and has evolved through iteratively based design application and reflective feedback related to empirical data. The results of our research include several publications.

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Section: Students' Domain-specific Conceptions and Reasoning In The Fmentioning

confidence: 99%

Section: Scientific Content: Representations and Transformationmentioning

confidence: 99%

Teaching and Learning Pressure and Fluids

Καριώτογλου

Psillos

2019

Fluids

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“…This approach reflects a commitment to emphasize the central concept of "balance of forces," to limit the number of new concepts and terms introduced, and to try to build on students' prior conceptions. In addition, we were influenced by previous studies on pressure that found that when students interpret phenomena involving liquids, they typically ascribe to pressure the meaning of force (Kariotogloy et al, 1990).…”

Section: The Mars Curriculum 49mentioning

confidence: 99%

Model–basedanalysis andreasoning inscience: The MARS curriculum

1995

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Scientists and researchers in many disciplines frequently resort to modeling and model–based reasoning to concretize abstract ideas, to simplify and clarify complex phenomena, to predict trends, and to explain mechanisms and processes. National projects working to reform science education explicitly recommend the development of an appreciation for the centrality of models in the teaching and learning of science. This article describes a model–centered, computer–supported, semester–long science curriculum for middle–school students designed to encourage conceptual understanding and to foster the development of model–based reasoning skills. In the Model–based Analysis and Reasoning in Science (MARS) project, an attempt is made to create an environment conducive to fostering conceptual understanding and reasoning about scientific phenomena that involve “balance of forces.” Visual models that are dynamic and interactive are presented not only to concretize abstract ideas but also as reasoning tools that give students the leverage to solve problems in a variety of contexts. This model–centered curriculum focuses on a network of concepts important for understanding hydrostatics; that is, floating and sinking, as an exemplar for the general principle of balance of forces. How students understand these concepts and use models as a disciplinary resource to engage in chains of reasoning that integrate concepts into networks of relations is of special interest for study. How students use that understanding in new situations within the same explanatory system is also being studied. A major pedagogical question is how middle–school students can be taught to engage in model–based reasoning, a form of reasoning that scientists routinely use. © 1995 John Wiley & Sons. Inc.

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“…En revanche, des difficultés apparaissent pareillement pour les liquides et pour les gaz : la pression dans un fluide est généralement confondue avec les forces pressantes exercées par ce liquide (Kariotoglou et al 1990), elle est souvent associée au volume de fluide entourant un solide immergé et pas uniquement à la profondeur (ou à l'altitude) d'immersion (Kariotoglou et al 1990, Besson & viennot 2004, son action est couramment perçue verticalement et vers le bas (Engel Clough & Driver 1985, Kariotoglou et al 1990, Besson & viennot 2004) et l'isotropie n'est que très rarement envisagée. En outre, les travaux de Rozier ont montré que les étudiants associent préférentiellement pression et densité de gaz : la pression va, pour ces étudiants, avec l'idée géométrique de tassement, en excluant l'aspect microscopique cinétique (Rozier & viennot 1991).…”

Section: La Pression Dans Les Fluides : Difficultés Des éTudiants 22unclassified

L’expérience de Blaise Pascal au puy de Dôme : analyse des difficultés des étudiants de premier cycle universitaire et confrontation historique

Hosson¹,

Caillarec²

2009

didas

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En 1647, Blaise Pascal suggère d’élever le dispositif barométrique de Torricelli au sommet du puy de Dôme afin d’éprouver l’hypothèse de la «pesanteur de la masse de l’air» , forme primitive de ce qui deviendra la pression atmosphérique. Cette expérience, réalisée en 1648, s’inscrit sur fond de polémique autour de l’existence du vide et va faire l’objet d’interprétations variées. Ainsi, l’hypothèse de la pesanteur de la masse de l’air comme cause des variations observées au cours de l’ascension du puy de Dôme est loin de faire l’unanimité parmi les savants du XVIIe siècle. Nous retrouvons une difficulté analogue chez des étudiants ayant pourtant reçu un enseignement de statique des fluides. L’enquête que nous présentons dans cet article montre que ces derniers peinent à considérer le dispositif torricellien comme un dispositif en interaction avec l’air atmosphérique.

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Understanding pressure: didactical transpositions and pupils' conceptions

Abstract: Using the concept of pressure two research trends-content analysis and pupils' conceptions of subject matter-are drawn together, in an attempt to understand the issues in teaching and learning specific domains of physics.

Cited by 18 publications

References 3 publications

Teaching and Learning Pressure and Fluids

Teaching and Learning Pressure and Fluids

Model–basedanalysis andreasoning inscience: The MARS curriculum

L’expérience de Blaise Pascal au puy de Dôme : analyse des difficultés des étudiants de premier cycle universitaire et confrontation historique

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