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Papers by Boilevin Jean-Marie
The child has representations about physical concepts and phenomena and these representations pla... more The child has representations about physical concepts and
phenomena and these representations play role in the learning experience.
For the physicist, the shadow is an entity dependent on the prevention of
light by opaque objects. Data of relevant researches show that 5 -15 years
old children have incompatible representations with the scientific once. In
this research we study the representations of ten years old children about
the formation of shadows. One hundred twenty primary school children
(62 female and 58 male) participated in this study. Directive individual
interview was the technique we used in our research. The research results
show that the majority of children of 10 years cannot spontaneously
construct representations for the shadows consistent with the scientific model
Students design productions (work) corresponding to the tasks.
Dans cet article, nous présentons les résultats d’une étude empirique visant l’identification des... more Dans cet article, nous présentons les résultats d’une étude empirique visant
l’identification des rapports personnels au savoir scientifique « pendule » d’étudiants
grecs et français, futurs professeurs du primaire, avant d’envisager la construction
d’un dispositif de formation commune. Préalablement à l’organisation d’une telle
formation, il convient cependant d’identifier les assujettissements sensibles des sujets
de la formation, assujettissements qui peuvent fonctionner en obstacle ou en appui à
cette formation. Nous avons alors choisi le cas du pendule comme représentant des objets
de savoir scientifique car il s’avère très favorable à une analyse simultanément culturelle,
conceptuelle et méthodologique. Les résultats présentés ici mettent en évidence différents
assujettissements. Nous analysons et discutons les similitudes et les différences de ces
assujettissements dans l’institution grecque et dans l’institution française.
To face the phenomenon of disaffection for scientific studies, many reports have been published i... more To face the phenomenon of disaffection for scientific studies, many reports have been published in France and internationally. But educational research has also studied the issue. This paper presents a content analysis of these reports and some of the research on the subject. A summary of findings, reasons given and the recommendations made in the fight against the phenomenon of disaffection for scientific studies is available. It identifies possible areas of research in science education. This analysis is also an opportunity to question the links between science education and research policy makers and institutions but also to discuss the objectives and purposes of science education, few topics in depth all the reports available.
Review of Science, …
Many countries are engaged in renovating science and technology teaching in secondary schools. In... more Many countries are engaged in renovating science and technology teaching in secondary schools. In order to give more coherence to the content taught, the place and definition of the school subjects involved tend to be reexamined. In France, an
integrated science and technology teaching program is being tested since 2006. A first analysis of the program and the way participating teachers view it has beendone from the definition of several strategies to bring disciplines together. Four dimensions of school disciplinary integration have been identified to structure our reflexion. The analysis of posters produced by the teachers reveals an incomplete vision of integration and a dominant place given to notional knowledge.
Aster, Jan 1, 2009
À l'issue de ces constats plutôt négatifs, quelques pistes semblent cependant se dessiner.
The aim of this study was to explore the extent to which the characteristics of two teaching inte... more The aim of this study was to explore the extent to which the characteristics of two teaching interventions can bring about cognitive progress in preschoolers with regard to the factors rolling friction depends on, when it is applied to an object that is freely rolling on a horizontal surface. The study was conducted in three phases: pre-test, teaching intervention, and post-test. Two teaching strategies were compared: one inspired by Piaget's theory (Piagetian approach) and one inspired by post-Piagetian and Vygotkian assumptions (socio-cognitive approach). A statistically significant difference was found between the pre-test and post-test, providing evidence that the socio-cognitive approach allows for the creation of a more appropriate teaching framework compared to the Piagetian one.
Chidren's mental representations of physical concepts and phenomena are often different from thos... more Chidren's mental representations of physical concepts and phenomena are often different from those of scientists. In this paper we investigate the issue of understanding light in space as an entity by schoolchildren aged 5 (127 subjects), 8(142subjects)and W(132subjects), before they receive any systematic teaching in school. This research was conducted through individual interviews in which the children were asked to talk about light and its results and to locate it in various experimental situations. The results of this study show that even though all the children of all ages have difficulty understanding light as an entity in space, as they grow older they make significant progress in disconnecting light from light sources. These findings allow us to seek out educational perspectives on the understanding of the concept of ligh t in organised scholastic environments.
The purpose of the hereby presented research is to study the question of teaching a disciplinary ... more The purpose of the hereby presented research is to study the question of teaching a disciplinary knowledge in a situation where laptop computers are used. The aim is to experiment teaching systems in physics and technology where the computer is used from the conception of the situation and thus to take into account the fact that the method of transmission appropriation changes the learning processes and that the teaching activity can be therefore modifi ed. The results are based on the analysis of interactions in the teaching situation observed in every taught subject.
Cette recherche porte sur le rôle de l'intervention didactique dans la déstabilisation des représ... more Cette recherche porte sur le rôle de l'intervention didactique dans la déstabilisation des représentations spontanées de la formation de l'ombre par les élèves de l'école maternelle. La résistance de ce système de représentation spontané aux tentatives de déstabilisation a été étudiée sur deux groupes d'enfants d´âge de 5 à 6 ans, dont l'un (groupe expérimental) participe à des interactions didactiques visant à créer chez les sujets un modèle précurseur tandis que l'autre (groupe contrôle) suit les activités scolaires traditionnelles. Dans toutes les tâches étudiées, les progrès entre le pré-test et le post-test ont été plus marquants pour les sujets du groupe expérimental, au niveau de la prévision et de l'explication des phénomènes liés à la formation des ombres.
Didaskalia, Jan 1, 2005
La question de la formation des formateurs pour permettre une diffusion des résultats de la reche... more La question de la formation des formateurs pour permettre une diffusion des résultats de la recherche en didactique est une question vive. Nous présentons ici un tel module de formation mis en oeuvre dans le cadre de la formation continue des enseignants. Le but principal du stage conçu et mis en oeuvre est la construction de savoirs pratiques professionnels à propos des interactions didactiques en classe à partir d'une analyse de pratiques à la lumière de certains travaux en didactique des sciences physiques. A l'aide d'un pré-test et d'un post-test sur les représentations des participants à propos des sciences et de leur enseignement, nous évaluons la portée de ce stage.
... La classification du contenu conceptuel des curriculums concenant lénergie comme outil éducat... more ... La classification du contenu conceptuel des curriculums concenant lénergie comme outil éducatif. Dimitris Koliopoulos (1) Jean Marie Boilevin (2) Konstantinos Ravanis (1). (1) Université de Patras, Grèce (2) UMR ADEF; IUFM Aix-Marseille, France.
publimath.irem.univ-mrs.fr
Ce fascicule rend compte d'activités d'enseignement interdisciplinaire (mathéma... more Ce fascicule rend compte d'activités d'enseignement interdisciplinaire (mathématiques, philosophie et physique) conduites au lycée Pilote Innovant de Jaunay-Clan. Il présente des thèmes d'étude relevant des programmes des lycées et des documents de travail pour les élèves.
The child has representations about physical concepts and phenomena and these representations pla... more The child has representations about physical concepts and
phenomena and these representations play role in the learning experience.
For the physicist, the shadow is an entity dependent on the prevention of
light by opaque objects. Data of relevant researches show that 5 -15 years
old children have incompatible representations with the scientific once. In
this research we study the representations of ten years old children about
the formation of shadows. One hundred twenty primary school children
(62 female and 58 male) participated in this study. Directive individual
interview was the technique we used in our research. The research results
show that the majority of children of 10 years cannot spontaneously
construct representations for the shadows consistent with the scientific model
Students design productions (work) corresponding to the tasks.
Dans cet article, nous présentons les résultats d’une étude empirique visant l’identification des... more Dans cet article, nous présentons les résultats d’une étude empirique visant
l’identification des rapports personnels au savoir scientifique « pendule » d’étudiants
grecs et français, futurs professeurs du primaire, avant d’envisager la construction
d’un dispositif de formation commune. Préalablement à l’organisation d’une telle
formation, il convient cependant d’identifier les assujettissements sensibles des sujets
de la formation, assujettissements qui peuvent fonctionner en obstacle ou en appui à
cette formation. Nous avons alors choisi le cas du pendule comme représentant des objets
de savoir scientifique car il s’avère très favorable à une analyse simultanément culturelle,
conceptuelle et méthodologique. Les résultats présentés ici mettent en évidence différents
assujettissements. Nous analysons et discutons les similitudes et les différences de ces
assujettissements dans l’institution grecque et dans l’institution française.
To face the phenomenon of disaffection for scientific studies, many reports have been published i... more To face the phenomenon of disaffection for scientific studies, many reports have been published in France and internationally. But educational research has also studied the issue. This paper presents a content analysis of these reports and some of the research on the subject. A summary of findings, reasons given and the recommendations made in the fight against the phenomenon of disaffection for scientific studies is available. It identifies possible areas of research in science education. This analysis is also an opportunity to question the links between science education and research policy makers and institutions but also to discuss the objectives and purposes of science education, few topics in depth all the reports available.
Review of Science, …
Many countries are engaged in renovating science and technology teaching in secondary schools. In... more Many countries are engaged in renovating science and technology teaching in secondary schools. In order to give more coherence to the content taught, the place and definition of the school subjects involved tend to be reexamined. In France, an
integrated science and technology teaching program is being tested since 2006. A first analysis of the program and the way participating teachers view it has beendone from the definition of several strategies to bring disciplines together. Four dimensions of school disciplinary integration have been identified to structure our reflexion. The analysis of posters produced by the teachers reveals an incomplete vision of integration and a dominant place given to notional knowledge.
Aster, Jan 1, 2009
À l'issue de ces constats plutôt négatifs, quelques pistes semblent cependant se dessiner.
The aim of this study was to explore the extent to which the characteristics of two teaching inte... more The aim of this study was to explore the extent to which the characteristics of two teaching interventions can bring about cognitive progress in preschoolers with regard to the factors rolling friction depends on, when it is applied to an object that is freely rolling on a horizontal surface. The study was conducted in three phases: pre-test, teaching intervention, and post-test. Two teaching strategies were compared: one inspired by Piaget's theory (Piagetian approach) and one inspired by post-Piagetian and Vygotkian assumptions (socio-cognitive approach). A statistically significant difference was found between the pre-test and post-test, providing evidence that the socio-cognitive approach allows for the creation of a more appropriate teaching framework compared to the Piagetian one.
Chidren's mental representations of physical concepts and phenomena are often different from thos... more Chidren's mental representations of physical concepts and phenomena are often different from those of scientists. In this paper we investigate the issue of understanding light in space as an entity by schoolchildren aged 5 (127 subjects), 8(142subjects)and W(132subjects), before they receive any systematic teaching in school. This research was conducted through individual interviews in which the children were asked to talk about light and its results and to locate it in various experimental situations. The results of this study show that even though all the children of all ages have difficulty understanding light as an entity in space, as they grow older they make significant progress in disconnecting light from light sources. These findings allow us to seek out educational perspectives on the understanding of the concept of ligh t in organised scholastic environments.
The purpose of the hereby presented research is to study the question of teaching a disciplinary ... more The purpose of the hereby presented research is to study the question of teaching a disciplinary knowledge in a situation where laptop computers are used. The aim is to experiment teaching systems in physics and technology where the computer is used from the conception of the situation and thus to take into account the fact that the method of transmission appropriation changes the learning processes and that the teaching activity can be therefore modifi ed. The results are based on the analysis of interactions in the teaching situation observed in every taught subject.
Cette recherche porte sur le rôle de l'intervention didactique dans la déstabilisation des représ... more Cette recherche porte sur le rôle de l'intervention didactique dans la déstabilisation des représentations spontanées de la formation de l'ombre par les élèves de l'école maternelle. La résistance de ce système de représentation spontané aux tentatives de déstabilisation a été étudiée sur deux groupes d'enfants d´âge de 5 à 6 ans, dont l'un (groupe expérimental) participe à des interactions didactiques visant à créer chez les sujets un modèle précurseur tandis que l'autre (groupe contrôle) suit les activités scolaires traditionnelles. Dans toutes les tâches étudiées, les progrès entre le pré-test et le post-test ont été plus marquants pour les sujets du groupe expérimental, au niveau de la prévision et de l'explication des phénomènes liés à la formation des ombres.
Didaskalia, Jan 1, 2005
La question de la formation des formateurs pour permettre une diffusion des résultats de la reche... more La question de la formation des formateurs pour permettre une diffusion des résultats de la recherche en didactique est une question vive. Nous présentons ici un tel module de formation mis en oeuvre dans le cadre de la formation continue des enseignants. Le but principal du stage conçu et mis en oeuvre est la construction de savoirs pratiques professionnels à propos des interactions didactiques en classe à partir d'une analyse de pratiques à la lumière de certains travaux en didactique des sciences physiques. A l'aide d'un pré-test et d'un post-test sur les représentations des participants à propos des sciences et de leur enseignement, nous évaluons la portée de ce stage.
... La classification du contenu conceptuel des curriculums concenant lénergie comme outil éducat... more ... La classification du contenu conceptuel des curriculums concenant lénergie comme outil éducatif. Dimitris Koliopoulos (1) Jean Marie Boilevin (2) Konstantinos Ravanis (1). (1) Université de Patras, Grèce (2) UMR ADEF; IUFM Aix-Marseille, France.
publimath.irem.univ-mrs.fr
Ce fascicule rend compte d'activités d'enseignement interdisciplinaire (mathéma... more Ce fascicule rend compte d'activités d'enseignement interdisciplinaire (mathématiques, philosophie et physique) conduites au lycée Pilote Innovant de Jaunay-Clan. Il présente des thèmes d'étude relevant des programmes des lycées et des documents de travail pour les élèves.
We present a case study on the teaching of chemistry in English, at a high school in France. The ... more We present a case study on the teaching of chemistry in English, at a high school in France. The teaching of this « non linguistic subject » in a foreign language takes place within a specific environment in what are called « European classes », where academic content is taught through a foreign language.
The data have been collected as part of a national research project in France (“ReVEA”, Living resources for teaching and learning), funded by the French National Agency for Research (ANR).
In this paper, we investigate how a chemistry teacher uses her resources (Adler, 2010) during a lesson on atoms which is entirely in English. We do not only consider the teacher's resources, but also the links between her knowledge and her documentation work, using the perspective of the documentational approach of didactics (Gueudet & Trouche, 2009).For our analyses, we refer to previous studies in the field of teaching academic subjects in a foreign language (Gajo, 2007a, 2007b), notably to the concepts of “linguistic opacity” and “subject density”. The originality of the present research programme is to focus on the use of resources, more precisely on resources that had been previously used by the teacher with a former class.
Our methodology is based on the “valise” methodology (Trouche, 2014), which provides methodological tools enabling us to track how the studied teacher, both inside and outside her educational institution, uses and produces her teaching resources. Video data has been collected during the lessons and our initial results are based on the transcriptions and synopses of several lessons, reconstructed from video recordings.
These results seem to support the claim that learning an academic subject through a foreign language provides a different approach to the subject. For instance, the fact that the teacher shows a video in English to her students leads her to tackle, more deeply than usual, an epistemological reflection on the notions of atoms in chemistry. Our first analyses also show that the students can encounter comprehension problems due to the specificity of some scientific words. The resources used by the teacher, downloaded on a website and ready-to-use for the teaching of chemistry in English, can confine the teacher to less effective learning situations.
We will eventually address the issue of teacher training in these programmes. As Duverger (2007) stated ten years ago, teachers of “non linguistic subjects” are not language teachers and therefore require specific training.