Séquence d’enseignement de la symbolisation des grandeurs physiques au collège

AMMAR OUARZEDDINE, ABDELMADJID BENSEGHIR

Abstract


This communication relates to a teaching sequence designed to help college students to overcome their difficulties of understanding of the physical formulas caused by the conventionality depended of the choice of the symbolism of the physical magnitudes. Despite the dynamic that has characterized its realization, the results of the assessment of the sequence shows that more than half of the students maintained their misconception relating to the existence of an exclusive, official and definitive symbol for each physical magnitude. It seems that the symbolization practices of these magnitudes exercised in classes has been an obstacle to the hoped change. Therefore, the training of the college teachers on the confusion of the symbolism of physical magnitudes can be an appropriate didactical strategy to allow students to remedy the difficulties raised.


Keywords


Physical magnitudes, symbolization, conventionality distended, teaching sequence, constructivism

Full Text: PDF

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

Educational Journal of the University of Patras UNESCO Chair, ISSN: 2241-9152

Department of Educational Sciences and Early Childhood Education University of Patras.

Pasithee: Open Access Electronic Publications, Library & Information CenterUniversity of Patras