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Communication Dans Un Congrès Année : 2022

Impact of Initial Training on Conceptions about “Measurement” and “Attribute” of Pre-service Primary School Teachers

Résumé

The teaching of the "attribute" and "measurement" concepts at primary school in France is an interdisciplinary issue shared by mathematics and physics teaching. In a previous study presented at ESERA 2019, we confirmed that at the end of their initial training Pre-Service Teachers (PSTs) related the attribute concept to something vague and the measurement concept to something precise. They generally believed that several values are needed to define a measurement value. They noticed that error sources are necessary to be taken into account to enhance the measurement process and obtain better measurement values. In this second study, we investigate the impact of the initial training these trainees received a test similar to the one use in the previous study. The PSTs' responses are analysed at the beginning of the training in order to compare them with previous results obtained at the end of a similar training. Additionally, a specific pedagogical situation dedicated to the concepts involved in this study has been conceived. We look at the evolution of the understanding of the trainees who have taken this specific session. The results indicate a very small effect of the initial training on the trainees' understanding of the attribute and measurement concepts. Beside the specific situation appears to have only a slight effect on their understanding of data collection.
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Dates et versions

hal-04413495 , version 1 (23-01-2024)

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  • HAL Id : hal-04413495 , version 1

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Clément Maisch. Impact of Initial Training on Conceptions about “Measurement” and “Attribute” of Pre-service Primary School Teachers. ESERA 21, université de minho, Aug 2021, Braga, PORTUGAL, France. pp.968-977. ⟨hal-04413495⟩
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