Développement et validation d'un test mesurant la compréhension des concepts cinématiques en physique au secondaire
13 May 2014-Vol. 31, Iss: 1, pp 93-120
TL;DR: In this paper, a test mesurant le niveau de comprehension des concepts cinematiques en physique au secondaire qui soit valide a des fin diagnostiques is presented.
Abstract: Malgre l’importance de la comprehension des concepts dans l’apprentissage des sciences, il existe peu de tests qui permettent de mesurer le niveau de comprehension des eleves. Par consequent, l’objectif de cet article est de developper un test mesurant le niveau de comprehension des concepts cinematiques en physique au secondaire qui soit valide a des fins diagnostiques. L’analyse des reponses a l’aide d’un modele de reponse a l’item montre que les niveaux de comprehension definis par le test sont distincts les uns des autres et forment une echelle hierarchique et cumulative.
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03 Jun 2010
TL;DR: In this article, a schema de la demarcheminement de comprehension is proposed, which permet, non seulement de decrire l'ensemble des cheminements de l'apprenant, mais aussi de choisir les strategies d'enseignement appropriees a favoriser cette derniere.
Abstract: Meme si les difficultes des eleves en sciences sont diversifiees, la plupart semblent associees a des carences dans leur comprehension des concepts de base. Depuis une vingtaine d’annees, differentes recherches ont tente d’apporter des solutions a ce probleme, favorisant la multiplication des directives a appliquer a l’enseignement des sciences. Pour integrer leurs resultats, nous proposons, a la suite d’une recension des ecrits de recherche, un schema de la demarche de comprehension qui permet, non seulement de decrire l’ensemble des cheminements de l’apprenant, mais aussi de choisir les strategies d’enseignement appropriees a favoriser cette derniere.
7 citations
TL;DR: A repeated measures analysis of variance shows that, during the implementation of a computer-assisted scientific investigation, the pupils’ understanding of kinematical concepts increased in a significant way.
Abstract: Among the physical phenomena studied in high school, the kinematical concepts are important because they constitute a precondition for the study of subsequent concepts of mechanics. Our research aims at studying the effect of a computer-assisted scientific investigation on high school pupils’ understanding of the constant speed motion. Experimentation took place in a high school physics classroom. A repeated measures analysis of variance shows that, during the implementation of this strategy, the pupils’ understanding of kinematical concepts increased in a significant way. In conclusion, we specify advantages and limits of the study and give future research directions concerning the design of a computer-assisted laboratory in high school physics.
6 citations
Cites methods from "Développement et validation d'un te..."
...To measure the evolution of understanding according to the number of periods dedicated to the use of the VBL, we conceived a test of understanding of the constant speed [19]....
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TL;DR: In this paper, the authors investigate the causes of difficulties encountered by Moroccan students in geometrical optics during the transition from secondary to higher education and propose a remediation device to overcome them.
Abstract: To remedy the difficulties encountered by Moroccan students in geometrical optics during the transition from secondary to higher education and for an efficient education system, we propose this study to investigate the causes of these difficulties as well as their impact on the quality of the secondary/university transition, and come up with a remediation device to overcome them. For this survey, we adopted a mixed method to collect both qualitative and quantitative data. The research tools used are semi-directive interviews with thirty high school and university teachers; questionnaires and exercises were administered to 120 of first year university students. The results of this study revealed the persistence of difficulties in geometrical optics and particularly in geometric construction whose origins are attributed to the misrepresentations and low prerequisites among students as well as a break in the curriculum and teaching methods during the transition from secondary to higher education.
3 citations
Cites background from "Développement et validation d'un te..."
...Many previous researchers have reported that in Morocco, as in other educational systems, physical science (PS) learning presents many difficulties for almost all learners of all school levels [1-6]....
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TL;DR: In this paper , the authors proposed a study to elucidate the causes of these difficulties in relation to the secondary/university transition and suggest solutions to overcome them, which revealed the persistence of difficulties in geometrical optics and particularly in geometry, whose origins are attributed to misrepresentations and low prerequisites among students.
Abstract: During the first year of the Moroccan higher education, students encounter enormous difficulties in geometrical optics. Accordingly, the authors propose this study to elucidate the causes of these difficulties in relation to the Secondary/University transition and suggest solutions to overcome them. For this study, the authors adopted a mixed method to collect both qualitative and quantitative data. The research tools used are semi-directive interviews realized with thirty high school and university teachers, questionnaires and exercises that were administered to one hundred and twenty first-year university students. The results of this investigation revealed the persistence of difficulties in geometrical optics and particularly in geometrical construction whose origins are attributed to misrepresentations and low prerequisites among students as well as a break in the curriculum and the teaching methods during the transition from secondary to higher education.
References
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Book•
01 Jan 1956
TL;DR: This is the revision of the classic text in the field, adding two new chapters and thoroughly updating all others as discussed by the authors, and the original structure is retained, and the book continues to serve as a combined text/reference.
Abstract: This is the revision of the classic text in the field, adding two new chapters and thoroughly updating all others. The original structure is retained, and the book continues to serve as a combined text/reference.
35,552 citations
Book•
01 Apr 2001
TL;DR: This volume contends that Rasch measurement is the model of choice because it is the closest to realizing the sort of objective fundamental measurement so long revered in the physical sciences.
Abstract: For many researchers, the Rasch model provides a very practical solution to data analysis in the social sciences. This volume contends that Rasch measurement is the model of choice because it is the closest to realizing the sort of objective fundamental measurement so long revered in the physical sciences. Trevor Bond has worked with leading Rasch theoreticians for more than 15 years, advising developmentalists and teachers on how to conduct and interpret Rasch analyses of their own data. After each of his many research presentations, Dr. Bond was asked to recommend a suitable text for those who wish to learn more about Rasch analysis. Unfortunately, the books published to date require a significant knowledge of statistics and not easily accessible to many practicing researchers. This lack of a suitable introductory text is the driving force behind this book.
The goals of this authored volume are:
* to present an accessible overview of the basic properties and principles of Rasch analysis, that does not require a sophisticated statistical background,
* to demonstrate how Rasch analysis can be applied to a number of generic problems encountered by psychologists and educators, and
* to prepare readers for performing their own analyses and interpreting the results.
This book is ideal for all researchers in the human sciences interested in learning how to actually implement the Rasch model with their own data.
4,482 citations
"Développement et validation d'un te..." refers background in this paper
...…sous-test (A) en abscisse et si on porte la valeur de la compréhension au soustest (B) en ordonnée, on devrait obtenir une droite à 45 degrés (c.-à-d. estimé (A) = estimé (B)) pourvu qu’une correction soit apportée pour éliminer la différence de difficulté entre les deux tests (Bond & Fox, 2001)....
[...]
...Dans le modèle de l’échelle d’appréciation, le calcul des probabilités de réussite s’obtient avec l’équation suivante (Bond & Fox, 2001) : Pnik = exp (βn - δik )/ [ 1 + exp (βn - δik )] , où βn est l’habileté de l’élève n en logits 1 δik = (δi + τk) où δi est la difficulté de l’item i en logits et…...
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...À partir de la réponse de l’élève, il est possible de situer sa compréhension sur une échelle pourvu que les différents super-items puissent être ordonnés suivant une ligne croissante de difficulté, en supposant l’unidimensionnalité de celle-ci (Bond & Fox, 2001)....
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Book•
01 Jan 2000
TL;DR: Item Response Theory as Model-Based Measurement as mentioned in this paper is a model-based approach to measuring persons in personality and attitude assessment, and it has been applied in Cognitive and Developmental Assessment.
Abstract: Contents: Preface. Part I: Introduction. Introduction. Part II: Item Response Theory Principles: Some Contrasts and Comparisons. The New Rules of Measurement. Item Response Theory as Model-Based Measurement. Part III: The Fundamentals of Item Response Theory. Binary IRT Models. Polytomous IRT Models. The Trait Level Measurement Scale: Meaning, Interpretations, and Measurement-Scale Properties. Measuring Persons: Scoring Examinees With IRT Models. Calibrating Items: Estimation. Assessing the Fit of IRT Models. Part IV: Applications of IRT Models. IRT Applications: DIF, CAT, and Scale Analysis. IRT Applications in Cognitive and Developmental Assessment. Applications of IRT in Personality and Attitude Assessment. Computer Programs for Conducting IRT Parameter Estimation.
3,002 citations
Additional excerpts
...Quel que soit le cas, c’est la différence entre le degré d’habileté d’un élève et le degré de difficulté du super-item qui nous permet de calculer la probabilité de réussite (Embretson & Reise, 2000)....
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TL;DR: In this paper, it has been established that commonsense beliefs about motion and force are incompatible with Newtonian concepts in most respects, and conventional physics instruction produces little change in these beliefs, and this result is independent of the instructor and the mode of instruction.
Abstract: Every student begins physics with a well-established system of commonsense beliefs about how the physical world works derived from years of personal experience. Over the last decade, physics education research has established that these beliefs play a dominant role in introductory physics. Instruction that does not take them into account is almost totally ineffective, at least for the majority of students. Specifically, it has been established that (1) commonsense beliefs about motion and force are incompatible with Newtonian concepts in most respects, (2) conventional physics instruction produces little change in these beliefs, and (3) this result is independent of the instructor and the mode of instruction. The implications could not be more serious. Since the students have evidently not learned the most basic Newtonian concepts, they must have failed to comprehend most of the material in the course. They have been forced to cope with the subject by rote memorization of isolated fragments and by carrying out meaningless tasks. No wonder so many are repelled! The few who are successful have become so by their own devices, the course and the teacher having supplied only the opportunity and perhaps inspiration.
2,926 citations
Book•
27 Dec 1977
1,910 citations