Quel est l'impact d'un moment de formulation d'hypothèses sur l'investigation menée par des élèves français (grade 7, 12 ans) durant un enseignement sur la flottabilité?

Our study shows the impact of one formulation of hypotheses on students' ideas and their manipulations during the handling of an inquiry based teaching on buoyancy. The same teacher taught two lessons (with and without writing previsions) to 12-13 years old students (grade 7). The analysis of v...

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Published in:Review of science, mathematics & ICT Education mathematics & ICT Education, 2017, Vol.11 (1), p.19-54
Main Authors: Boyer, Antonin, Givry, Damien
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Humanities and Social Sciences
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Givry, Damien
description Our study shows the impact of one formulation of hypotheses on students' ideas and their manipulations during the handling of an inquiry based teaching on buoyancy. The same teacher taught two lessons (with and without writing previsions) to 12-13 years old students (grade 7). The analysis of videos and written works of 24 students shows that formulation of previsions favors ideas close to the physic point of view and material solutions more in agreement with it. It also, shows that students do not test their hypotheses and speak about different ideas during formulation of hypotheses and inquiry. Keywords Inquiry based teaching, formulation of hypotheses, buoyancy, manipulation, students' ideas résumé Notre recherche étudie l'impact d'un moment de formulation d'hypothèses sur les idées des élèves et leurs manipulations durant l'expérimentation dans une démarche d'investigation concernant la flottabilité. Deux enseignements (avec et sans formulation de prévisions) ont été conduits par le même enseignant avec des élèves de 12-13 ans (grade 7). L'analyse des vidéos et des productions écrites de 24 élèves montre que formuler des prévisions favorise l'évocation d'idées plus
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title Quel est l'impact d'un moment de formulation d'hypothèses sur l'investigation menée par des élèves français (grade 7, 12 ans) durant un enseignement sur la flottabilité?
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