<?xml version="1.0" encoding="utf-8"?>
<TEI xmlns="http://www.tei-c.org/ns/1.0" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:hal="http://hal.archives-ouvertes.fr/" xmlns:gml="http://www.opengis.net/gml/3.3/" xmlns:gmlce="http://www.opengis.net/gml/3.3/ce" version="1.1" xsi:schemaLocation="http://www.tei-c.org/ns/1.0 http://api.archives-ouvertes.fr/documents/aofr-sword.xsd">
  <teiHeader>
    <fileDesc>
      <titleStmt>
        <title>HAL TEI export of hal-01010627</title>
      </titleStmt>
      <publicationStmt>
        <distributor>CCSD</distributor>
        <availability status="restricted">
          <licence target="https://creativecommons.org/publicdomain/zero/1.0/">CC0 1.0 - Universal</licence>
        </availability>
        <date when="2026-05-18T01:46:09+02:00"/>
      </publicationStmt>
      <sourceDesc>
        <p part="N">HAL API Platform</p>
      </sourceDesc>
    </fileDesc>
  </teiHeader>
  <text>
    <body>
      <listBibl>
        <biblFull>
          <titleStmt>
            <title xml:lang="fr">Analyse didactique et épistémique d'une analogie mécanique pour l'enseignement de l'électrocinétique</title>
            <author role="aut">
              <persName>
                <forename type="first">Clotilde</forename>
                <surname>Mercier-Dequidt</surname>
              </persName>
              <idno type="halauthorid">819956-0</idno>
              <affiliation ref="#struct-179812"/>
            </author>
            <author role="aut">
              <persName>
                <forename type="first">Ludovic</forename>
                <surname>Morge</surname>
              </persName>
              <email type="md5">8bebce639095faffd271ac27a3320233</email>
              <email type="domain">univ-bpclermont.fr</email>
              <idno type="idhal" notation="string">ludovic-morge</idno>
              <idno type="idhal" notation="numeric">1016</idno>
              <idno type="halauthorid" notation="string">17003-1016</idno>
              <idno type="IDREF">https://www.idref.fr/118185276</idno>
              <affiliation ref="#struct-179812"/>
            </author>
            <editor role="depositor">
              <persName>
                <forename>Ludovic</forename>
                <surname>Morge</surname>
              </persName>
              <email type="md5">bc86477798973739e157e26e8b9d32b9</email>
              <email type="domain">uca.fr</email>
            </editor>
          </titleStmt>
          <editionStmt>
            <edition n="v1" type="current">
              <date type="whenSubmitted">2021-03-19 13:17:34</date>
              <date type="whenModified">2021-03-20 03:06:26</date>
              <date type="whenReleased">2021-03-19 13:30:06</date>
              <date type="whenProduced">2014</date>
              <date type="whenEndEmbargoed">2021-03-19</date>
              <ref type="file" target="https://hal.science/hal-01010627v1/document">
                <date notBefore="2021-03-19"/>
              </ref>
              <ref type="file" subtype="author" n="1" target="https://hal.science/hal-01010627v1/file/Analyse_epist%C3%A9mique_et_didactique-Mercier-Dequidt_Morge-final-1.pdf" id="file-3129842-2785398">
                <date notBefore="2021-03-19"/>
              </ref>
            </edition>
            <respStmt>
              <resp>contributor</resp>
              <name key="155682">
                <persName>
                  <forename>Ludovic</forename>
                  <surname>Morge</surname>
                </persName>
                <email type="md5">bc86477798973739e157e26e8b9d32b9</email>
                <email type="domain">uca.fr</email>
              </name>
            </respStmt>
          </editionStmt>
          <publicationStmt>
            <distributor>CCSD</distributor>
            <idno type="halId">hal-01010627</idno>
            <idno type="halUri">https://hal.science/hal-01010627</idno>
            <idno type="halBibtex">mercierdequidt:hal-01010627</idno>
            <idno type="halRefHtml">&lt;i&gt;Canadian Journal of Science, Mathematics and Technology Education&lt;/i&gt;, 2014, 14 (2), pp.187-206. &lt;a target="_blank" href="https://dx.doi.org/10.1080/14926156.2014.903318"&gt;&amp;#x27E8;10.1080/14926156.2014.903318&amp;#x27E9;&lt;/a&gt;</idno>
            <idno type="halRef">Canadian Journal of Science, Mathematics and Technology Education, 2014, 14 (2), pp.187-206. &amp;#x27E8;10.1080/14926156.2014.903318&amp;#x27E9;</idno>
            <availability status="restricted">
              <licence target="https://about.hal.science/hal-authorisation-v1/">HAL Authorization<ref corresp="#file-3129842-2785398"/></licence>
            </availability>
          </publicationStmt>
          <seriesStmt>
            <idno type="stamp" n="SHS">Sciences de l'Homme et de la Société</idno>
            <idno type="stamp" n="PRES_CLERMONT">Université de Clermont</idno>
            <idno type="stamp" n="TICE">Bibliothèque TICE</idno>
            <idno type="stamp" n="UNIV-BPCLERMONT" corresp="PRES_CLERMONT">Université Blaise Pascal - Clermont-Ferrand II</idno>
            <idno type="stamp" n="ACTE" corresp="PRES_CLERMONT">Activité, Connaissance, Transmission, éducation</idno>
            <idno type="stamp" n="ACL-SHS" corresp="PRES_CLERMONT">ACL en SHS</idno>
            <idno type="stamp" n="ACL-SF" corresp="PRES_CLERMONT">ACL en Sciences fondamentales</idno>
          </seriesStmt>
          <notesStmt>
            <note type="audience" n="2">International</note>
            <note type="popular" n="0">No</note>
            <note type="peer" n="1">Yes</note>
          </notesStmt>
          <sourceDesc>
            <biblStruct>
              <analytic>
                <title xml:lang="fr">Analyse didactique et épistémique d'une analogie mécanique pour l'enseignement de l'électrocinétique</title>
                <author role="aut">
                  <persName>
                    <forename type="first">Clotilde</forename>
                    <surname>Mercier-Dequidt</surname>
                  </persName>
                  <idno type="halauthorid">819956-0</idno>
                  <affiliation ref="#struct-179812"/>
                </author>
                <author role="aut">
                  <persName>
                    <forename type="first">Ludovic</forename>
                    <surname>Morge</surname>
                  </persName>
                  <email type="md5">8bebce639095faffd271ac27a3320233</email>
                  <email type="domain">univ-bpclermont.fr</email>
                  <idno type="idhal" notation="string">ludovic-morge</idno>
                  <idno type="idhal" notation="numeric">1016</idno>
                  <idno type="halauthorid" notation="string">17003-1016</idno>
                  <idno type="IDREF">https://www.idref.fr/118185276</idno>
                  <affiliation ref="#struct-179812"/>
                </author>
              </analytic>
              <monogr>
                <idno type="halJournalId" status="VALID">94733</idno>
                <idno type="issn">1492-6156</idno>
                <idno type="eissn">1942-4051</idno>
                <title level="j">Canadian Journal of Science, Mathematics and Technology Education</title>
                <imprint>
                  <publisher>Springer</publisher>
                  <biblScope unit="volume">14</biblScope>
                  <biblScope unit="issue">2</biblScope>
                  <biblScope unit="pp">187-206</biblScope>
                  <date type="datePub">2014</date>
                </imprint>
              </monogr>
              <idno type="doi">10.1080/14926156.2014.903318</idno>
            </biblStruct>
          </sourceDesc>
          <profileDesc>
            <langUsage>
              <language ident="fr">French</language>
            </langUsage>
            <textClass>
              <keywords scheme="author">
                <term xml:lang="en">electricity</term>
                <term xml:lang="en">misconceptions</term>
                <term xml:lang="en">mechanics</term>
                <term xml:lang="en">analogy</term>
                <term xml:lang="en">learning</term>
                <term xml:lang="en">teaching</term>
                <term xml:lang="fr">électricité</term>
                <term xml:lang="fr">enseignement</term>
                <term xml:lang="fr">apprentissage</term>
                <term xml:lang="fr">analogie</term>
                <term xml:lang="fr">mécanique</term>
                <term xml:lang="fr">conceptions</term>
              </keywords>
              <classCode scheme="halDomain" n="phys.phys.phys-ed-ph">Physics [physics]/Physics [physics]/Physics Education [physics.ed-ph]</classCode>
              <classCode scheme="halDomain" n="shs.edu">Humanities and Social Sciences/Education</classCode>
              <classCode scheme="halTypology" n="ART">Journal articles</classCode>
              <classCode scheme="halOldTypology" n="ART">Journal articles</classCode>
              <classCode scheme="halTreeTypology" n="ART">Journal articles</classCode>
            </textClass>
            <abstract xml:lang="en">
              <p>Many pedagogical studies have discussed the difficulties that students experience when learning electrokinetics. To mitigate these difficulties, a new mechanical analogy was developed. In this article, we analyse the analogy from both an epistemic perspective (structural isomorphism and bijective relations) and a didactic perspective (conceptual obstacles likely to be overcome). What is revealed is that the analogy contains an important isomorphism; the use of the analogy introduces characteristics that can potentially help students develop their conceptual understanding. This analysis is a precursor to the study of the impact that the analogy has had on teachers, their practices and knowledge, and on students' learning.</p>
            </abstract>
            <abstract xml:lang="fr">
              <p>De nombreuses recherches en didactiques ont montré les difficultés qu'éprouvent les élèves dans l'apprentissage de l'électrocinétique. Pour pallier ces difficultés, une nouvelle analogie mécanique a été développée. Dans cet article, nous faisons une analyse épistémique (isomorphisme structurel et relations biunivoques) et didactique (conceptions susceptibles d'être dépassées) de cette analogie. Il en ressort que l'analogie présente un isomorphisme important donc son utilisation présente des caractéristiques susceptibles de faire évoluer les conceptions des élèves. Cette analyse est un préalable à l'étude de l'impact de cette analogie sur les enseignants, leurs pratiques et leurs connaissances, et l'apprentissage des élèves.</p>
            </abstract>
          </profileDesc>
        </biblFull>
      </listBibl>
    </body>
    <back>
      <listOrg type="structures">
        <org type="laboratory" xml:id="struct-179812" status="OLD">
          <idno type="IdRef">167000292</idno>
          <idno type="RNSR">200815518M</idno>
          <orgName>Activité, Connaissance, Transmission, éducation</orgName>
          <orgName type="acronym">ACTé</orgName>
          <date type="end">2016-12-31</date>
          <desc>
            <address>
              <addrLine>ESPE Clermont-Auvergne, 36 avenue Jean-Jaurès, 63400 Chamalières</addrLine>
              <country key="FR"/>
            </address>
            <ref type="url">http://www.univ-bpclermont.fr/LABOS/acte//spip.php?article1</ref>
          </desc>
          <listRelation>
            <relation name="EA4281" active="#struct-205618" type="direct"/>
          </listRelation>
        </org>
        <org type="institution" xml:id="struct-205618" status="OLD">
          <orgName>Université Blaise Pascal - Clermont-Ferrand 2</orgName>
          <orgName type="acronym">UBP</orgName>
          <date type="end">2016-12-31</date>
          <desc>
            <address>
              <addrLine>34, avenue Carnot - BP 185 / 63006 Clermont-Ferrand cedex</addrLine>
              <country key="FR"/>
            </address>
            <ref type="url">http://www.univ-bpclermont.fr/</ref>
          </desc>
        </org>
      </listOrg>
    </back>
  </text>
</TEI>