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Impact du débat scientifique sur le changement conceptuel des élèves au cours de l’apprentissage par problématisation des concepts d’oxydoréduction

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Impact du débat scientifique sur le changement conceptuel des élèves au cours de l’apprentissage par problématisation des concepts d’oxydoréduction (EN)
BOUZAZI, FAYCEL
NAIJA, RYM
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
2023-09-29
This article focuses on the analysis of a scientific debate conducted with Tunisian students (17-18 years old) in the third year of an experimental sciences class during the construction of reasoned knowledge about the phenomenon of oxidation-reduction. This work falls within the theoretical framework of problematization. The data are collected from a video recording of the session. The analyses carried out (epistemic analysis and linguistic analysis) show that the debate allows learners to discuss and confront their points of view, their ideas and their initial conceptions on the concepts of oxidation-reduction. Indeed, through exchanges, learners can engage in the construction of arguments, counter-arguments, etc. This can promote a gradual awareness of the limits and insufficiencies of their initial conceptions and prepare a conceptual change from common language to scientific language. (EN)
Problematization, scientific debate, conceptual change, macroscopic analysis, mesoscopic analysis, microscopic analysis (EN)
Mediterranean Journal of Education
English
Array (EN)
2732-6489
Mediterranean Journal of Education; Vol. 3, N. 2 (2023) - Colloque SIEST Méditerranée 8, Tunisia; 143-160 (EL)
Mediterranean Journal of Education; Vol. 3, N. 2 (2023) - Colloque SIEST Méditerranée 8, Tunisia; 143-160 (EN)
Copyright (c) 2023 Mediterranean Journal of Education (EL)
University of Patras
Pasithee - e-publishing platform/service for Open Access journals
Άρθρα



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