géraldine poutot - Academia.edu (original) (raw)
Papers by géraldine poutot
American Journal of Educational Research 3.2: 116-120, 2015
During 3 years, we have used the Force Concept Inventory (FCI) to assess the progress of our Firs... more During 3 years, we have used the Force Concept Inventory (FCI) to assess the progress of our First-Year students in Engineering in mastering the concepts of Newtonian Physics and to compare the efficiency of two teaching methods, courses and drills versus Problem-Based Learning. If both methods lead to quite similar deceptive results, the detailed analysis of the response to each question of the test allowed us to identify our students’ most common misconceptions. This paper presents this research and discusses our findings.
American Journal of Educational Research 2.8 (2014): 564-567, 2014
In this experiment, a Problem-based learning methodology (PBL) is used to teach physics to engine... more In this experiment, a Problem-based learning methodology (PBL) is used to teach physics to engineering students. The efficiency of PBL is measured and compared to traditional teaching methods. Our experiment shows no major differences in terms of knowledge acquisition, conceptualization and physical reasoning. On the other hand, PBL shows an influence on cross-knowledge acquisition.
Implementing PBL with large groups of students has faced many human difficulties. PBL is a highly destabilizing and demanding method for students. To make them accept the method and the effort, PBL method has been adapted with closer guidance from tutors. A preparatory program has also been set up.
The experiment also shows that the lecturers’ acceptance and understanding are key success factors. It is a long process for experienced lecturers to move from a teacher-centered teaching method to a student-centered pedagogy. Lecturers need strong support and guidance from PBL experts but also from the faculty itself.
More complex timetables have been designed to manage large groups of students with limited staff. The constraint is to maintain the same number of teaching hours as for traditional teaching.
If difficulties have appeared throughout this experiment, benefits have been noticed over time. Students develop problem solving methodologies as well as communication and organizational skills. These benefits have been noticed by companies and students’ acceptance has improved over time.
Cette communication présente quelques effets cognitifs et conatifs qui ont été provoqués par la m... more Cette communication présente quelques effets cognitifs et conatifs qui ont été provoqués par la mise en œuvre de l’Apprentissage par problèmes (APP) en physique dans une école d’ingénieurs. Après avoir présenté les différences et les ressemblances entre la démarche APP et celle des situations-problèmes, la communication précise les raisons de l’introduction de cette pédagogie et la manière dont elle a été expérimentée, puis rend compte des résultats quantitatifs et qualitatifs de l’expérimentation : les objectifs d’apprentissage sont atteints par l’APP comme par le cours traditionnel ; la formation ne change pas les conceptions initiales des élèves, quelle qu’en soit la modalité ; les comportements constatés chez les élèves s’expliquent par leurs conceptions du métier d’ingénieur et de l’apprentissage. Les résultats de cette expérimentation, suivie par des chercheurs en science de l’éducation, ont permis, d’une part, de faire évoluer la démarche pédagogique expérimentée dans une perspective de généralisation ; d’autre part, ils ont fait apparaître la nécessité de mener un travail sur les conceptions des élèves qui peuvent s’avérer bloquantes, et la façon de les surmonter.
This paper presents the first results of a controlled experiment of the application of the Proble... more This paper presents the first results of a controlled experiment of the application of the Problem-Based Learning approach in the first-year course of Mechanics in our School of Engineering. The PBL approach was implemented in parallel with traditional course and exercises. Students take pre-tests and post-test to measure the progress in conceptualization, and the same exams at the end of the course to measure the achievements of the learning objectives. The results of the two learning paths are compared and discussed.
American Journal of Educational Research 3.2: 116-120, 2015
During 3 years, we have used the Force Concept Inventory (FCI) to assess the progress of our Firs... more During 3 years, we have used the Force Concept Inventory (FCI) to assess the progress of our First-Year students in Engineering in mastering the concepts of Newtonian Physics and to compare the efficiency of two teaching methods, courses and drills versus Problem-Based Learning. If both methods lead to quite similar deceptive results, the detailed analysis of the response to each question of the test allowed us to identify our students’ most common misconceptions. This paper presents this research and discusses our findings.
American Journal of Educational Research 2.8 (2014): 564-567, 2014
In this experiment, a Problem-based learning methodology (PBL) is used to teach physics to engine... more In this experiment, a Problem-based learning methodology (PBL) is used to teach physics to engineering students. The efficiency of PBL is measured and compared to traditional teaching methods. Our experiment shows no major differences in terms of knowledge acquisition, conceptualization and physical reasoning. On the other hand, PBL shows an influence on cross-knowledge acquisition.
Implementing PBL with large groups of students has faced many human difficulties. PBL is a highly destabilizing and demanding method for students. To make them accept the method and the effort, PBL method has been adapted with closer guidance from tutors. A preparatory program has also been set up.
The experiment also shows that the lecturers’ acceptance and understanding are key success factors. It is a long process for experienced lecturers to move from a teacher-centered teaching method to a student-centered pedagogy. Lecturers need strong support and guidance from PBL experts but also from the faculty itself.
More complex timetables have been designed to manage large groups of students with limited staff. The constraint is to maintain the same number of teaching hours as for traditional teaching.
If difficulties have appeared throughout this experiment, benefits have been noticed over time. Students develop problem solving methodologies as well as communication and organizational skills. These benefits have been noticed by companies and students’ acceptance has improved over time.
Cette communication présente quelques effets cognitifs et conatifs qui ont été provoqués par la m... more Cette communication présente quelques effets cognitifs et conatifs qui ont été provoqués par la mise en œuvre de l’Apprentissage par problèmes (APP) en physique dans une école d’ingénieurs. Après avoir présenté les différences et les ressemblances entre la démarche APP et celle des situations-problèmes, la communication précise les raisons de l’introduction de cette pédagogie et la manière dont elle a été expérimentée, puis rend compte des résultats quantitatifs et qualitatifs de l’expérimentation : les objectifs d’apprentissage sont atteints par l’APP comme par le cours traditionnel ; la formation ne change pas les conceptions initiales des élèves, quelle qu’en soit la modalité ; les comportements constatés chez les élèves s’expliquent par leurs conceptions du métier d’ingénieur et de l’apprentissage. Les résultats de cette expérimentation, suivie par des chercheurs en science de l’éducation, ont permis, d’une part, de faire évoluer la démarche pédagogique expérimentée dans une perspective de généralisation ; d’autre part, ils ont fait apparaître la nécessité de mener un travail sur les conceptions des élèves qui peuvent s’avérer bloquantes, et la façon de les surmonter.
This paper presents the first results of a controlled experiment of the application of the Proble... more This paper presents the first results of a controlled experiment of the application of the Problem-Based Learning approach in the first-year course of Mechanics in our School of Engineering. The PBL approach was implemented in parallel with traditional course and exercises. Students take pre-tests and post-test to measure the progress in conceptualization, and the same exams at the end of the course to measure the achievements of the learning objectives. The results of the two learning paths are compared and discussed.