The transition towards critique: discussing capillary ascension with beginning teachers
Résumé
This investigation focuses on possible links between the development of critical attitude and conceptual understanding among beginning teachers. In eleven in-depth interviews with pre-service teachers, we sought their opinions about the explanatory value of a number of texts on the topic of capillary ascension. The goal was to finely analyse each participant's transition from critical passivity to explicit critique. In processing the transcripts, we followed two lines of analysis, addressing conceptual understanding and critical attitude. Coding of the interviews centred on four main critiques of the texts. The prevalence of " delayed critique "-a long time interval of critical passivity or instability commonly observed for three of the four critical arguments considered a priori-aligns with previous results from studies on radiocarbon dating, survival blanket and osmosis. It also became clear that better comprehension of the phenomenon did not in itself mean that future teachers would critique an inappropriate diagram in current use. This finding suggests that when constructing a critical analysis, participants had difficulty relating a qualitative explanation of the phenomenon to how to model the situation, as confirmed by the triggering effect of a new diagram introduced by the interviewer. The paper concludes by discussing the implications for teachers' formation and for future research.
Domaines
Physique [physics]Origine | Fichiers produits par l'(les) auteur(s) |
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