Influence(s) du contexte géographique en sciences physiques sur la construction d'un concept scientifique au lycée

Abstract : We examine what is, in the area of physical science, for a year 11 student, the possible influence of the « geographical context » in the reaching of a given level in the development of a scientific concept. We rely on the work of Vergnaud (l985) to determine the existing links between Concept and associated invariants and so define the levels reached by the student in the construction of the concept. The study starts from an anlysis of the content of the representations reached by the students in the course of their learning process, which follows the categories proposed by Salaberry (l996). The context parameter tested here is geographical in nature (the samples originating from France and Martinique). The study shows that if differences can be observed in the constructed representation (the process), the geographical context does not seem to have any influence on the strenght of the link constant-concept (the process) for the concept of chemical element.
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Pierre Fleury. Influence(s) du contexte géographique en sciences physiques sur la construction d'un concept scientifique au lycée. Contextes et Didactiques, Université des Antilles/ESPE, 2015, Didactiques des sciences en contexte. ⟨hal-02050155⟩

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