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Portrait des différences entre les genres dans le contexte de l’apprentissage de l’électricité en fonction de la certitude exprimé lors de la production de réponses

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Résumé

Cette recherche exploratoire poursuit l’objectif de décrire les évolutions de la «sensation de connaître» («feeling-of-knowing» [FOK]) lors d’apprentissages par la découverte de notions de base en électricité par des élèves du secondaire. L’analyse se concentre d’abord sur l’état initial des garçons et des filles en fonction de l’expérience préalable et de la perception qu’ils entretiennent de leurs capacités en sciences et technologie, puis sur l’évolution de la performance (i.e. les changements conceptuels effectués) et du FOK de ces mêmes groupes alors qu’ils vivent l’activité «les défis électroniques». Les résultats semblent indiquer que le traitement pédagogique utilisé ne produit pas de différences entre les genres en ce qui a trait aux apprentissages, mais qu’il favorise les garçons en ce qui concerne les certitudes qu’ils entretiennent quant aux réponses qu’ils fournissent.

Abstract

This exploratory research aims to describe changes in the “feeling-of-knowing” (FOK) experienced by high school students who are being introduced to the fundamental concepts of electricity through learning by discovery. The analysis focuses first on the initial state of boys and girls in terms of their prior experience and the perception they have of their abilities in science and technology, then on the change in their performance (i.e. the conceptual shifts that take place) and the FOK of these same groups as they participate in “electronic problem-solving” activities. The results seem to indicate that this pedagogical approach produces the same results among both sexes in terms of learning acquisition, but favors boys in terms of the certainty they have of the solutions they provide.

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Authors and Affiliations

  1. Université du Québec à Montréal, CP8888, suc. CV, Montréal, H3C 3P8, Québec, Canada

    Patrice Potvin, Martin Riopel, Patrick Charland & Julien Mercier

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  1. Patrice Potvin
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  2. Martin Riopel
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Correspondence to Patrice Potvin.

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Potvin, P., Riopel, M., Charland, P. et al. Portrait des différences entre les genres dans le contexte de l’apprentissage de l’électricité en fonction de la certitude exprimé lors de la production de réponses. Can J Sci Math Techn 11, 328–347 (2011). https://doi.org/10.1080/14926156.2011.624672

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