Analyzing Learning About Conservation of Matter in Students While Adapting to the Needs of a School

Doucerain, Marina M. et Schwartz, Marc. S. (2010). « Analyzing Learning About Conservation of Matter in Students While Adapting to the Needs of a School ». Mind, Brain, and Education, 4(3), pp. 112-124.

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Résumé

We probed the impact of two teaching strategies, guided inquiry and argumentation, on students’ conceptual understanding of the conservation of matter. Conservation of matter is a central concept in middle school science curriculum and a prerequisite upon which rests more complex constructs in chemistry. The results indicate that guided inquiry was particularly e�ective in improving students’ conceptual understanding, as evidenced by pre/posttest results and by a skill analysis of in-depth interviews of student dyads. We also discuss how the challenges inherent to educational contexts can undermine the quality and limit the impact of empirical research carried out in many schools. We suggest how these challenges could be met in the emerging infrastructures for change called the Research Schools Network.

Type:	Article de revue scientifique
Mots-clés ou Sujets:	conservation of matter, guided inquiry, argumentation
Unité d'appartenance:	Faculté des sciences humaines > Département de psychologie
Déposé par:	Mme Marina Doucerain
Date de dépôt:	05 mars 2021 10:54
Dernière modification:	05 mars 2021 10:54
Adresse URL :	http://archipel.uqam.ca/id/eprint/14093

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