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The international community of the researchers in science education unanimously agrees on the necessity to take into account, in the elaboration of educational strategies, to specify that all development of educational strategies, the conceptual complexity of the scientific models as well as the various conceptions of the learners. In the present research, we are going to identify the conceptions of future teachers of the primary school with respect to the rectilinear propagation of light as well as the survey of the formation of a shadow and the variation of its size. The analysis of the data of a written questionnaire showed that the majority has erroneous conceptions compared to the scientific conceptions. We are going to see also that one can make evolve their conceptions while developing a didactic strategy centered on the conceptual conflict.
Keywords: training teacher’s, primary school, conceptual change, light, qualitative research
A review of various researches on the sensitive issue of sciences in elementary schools indicated that children show a fascinating curiosity to understand the material environment with which they interact and, consequently, they develop different conceptions prior to any formal teaching. However, despite of their functional and operational roles, these conceptions appear to conflict with accepted scientific theories (Potari & Spiliotopoulou, 1996, Ravanis, Zacharos, & Vellopoulou, 2010; Russel, Harlen, & Watt, 1989; Selley, 1996; Sharp, 1996; Slone & Bokhurst, 1992).
In order to change these misconceptions, a few studies revealed that it is possible to implement instructional and learning strategies eliciting both children’s naive conceptions and scientific conceptions(Canal, 1986; Invernizzi, Marioni, & Sabadini, 1989; Ravanis & Papamicha?l, 1995; Ravanis, Koliopoulos, & Boilevin, 2008; Zacharos & Vellopoulou, 2010). Still, we have noticed that, in spite of the evident contribution of these researches, teacher education constitutes a major obstacle to their implementation in the classroom. Indeed, researches conducted among others in England and Australia (Kruger & Palacio, 1992; Kruger, 1990; Smith, 1987) showed some astounding analogies between children and teachers’ spontaneous conceptions.
The present paper aimed at, on the one hand, studying the misconceptions of student teachers enrolled in a pre-school and elementary education bachelor’s program, in relation to the rectilinear propagation model of light. On the other hand, an approach based on the idea of conceptual conflict was experimented with these
Question 3
Draw with precision the shadow of the moon when it is lit by the sun as illustrated by the diagram below. Record all your observations.
Question 4
The following diagram illustrates the shade of a small girl. While justifying your answer, draw the sun to the suitable position that will permit the formation of this shade.
Question 5
To avoid the formation of darkness, the size of the luminous source in relation to the size of the object must be:
? Bigger ? Identical ? Smaller
Justify your choice.
Keywords: training teacher’s, primary school, conceptual change, light, qualitative research
A review of various researches on the sensitive issue of sciences in elementary schools indicated that children show a fascinating curiosity to understand the material environment with which they interact and, consequently, they develop different conceptions prior to any formal teaching. However, despite of their functional and operational roles, these conceptions appear to conflict with accepted scientific theories (Potari & Spiliotopoulou, 1996, Ravanis, Zacharos, & Vellopoulou, 2010; Russel, Harlen, & Watt, 1989; Selley, 1996; Sharp, 1996; Slone & Bokhurst, 1992).
In order to change these misconceptions, a few studies revealed that it is possible to implement instructional and learning strategies eliciting both children’s naive conceptions and scientific conceptions(Canal, 1986; Invernizzi, Marioni, & Sabadini, 1989; Ravanis & Papamicha?l, 1995; Ravanis, Koliopoulos, & Boilevin, 2008; Zacharos & Vellopoulou, 2010). Still, we have noticed that, in spite of the evident contribution of these researches, teacher education constitutes a major obstacle to their implementation in the classroom. Indeed, researches conducted among others in England and Australia (Kruger & Palacio, 1992; Kruger, 1990; Smith, 1987) showed some astounding analogies between children and teachers’ spontaneous conceptions.
The present paper aimed at, on the one hand, studying the misconceptions of student teachers enrolled in a pre-school and elementary education bachelor’s program, in relation to the rectilinear propagation model of light. On the other hand, an approach based on the idea of conceptual conflict was experimented with these
Question 3
Draw with precision the shadow of the moon when it is lit by the sun as illustrated by the diagram below. Record all your observations.
Question 4
The following diagram illustrates the shade of a small girl. While justifying your answer, draw the sun to the suitable position that will permit the formation of this shade.
Question 5
To avoid the formation of darkness, the size of the luminous source in relation to the size of the object must be:
? Bigger ? Identical ? Smaller
Justify your choice.