Utilisation pédagogique de la simulation numérique dans une perspective de développement d'un savoir signifiant d'optique géométrique au secondaire
|Abstract:||This exploratory study seeks to understand “To what extent can we develop meaningful geometrical optics knowledge about rainbow and color in high school students in a learning context using computer simulation?”. This qualitative research, based on a case study, was conducted with 27 first-year high school students (Secondary 4 in Quebec) from a high school in Fatick (Senegal). The students were divided into two groups designated by R (15) (for traditional learning) and S (12) (for learning through simulation). The data collected was analyzed using the content analysis method. QDA Miner software was used for this purpose to facilitate their processing. The results of the research showed that students have different kinds of knowledge (academic and non-academic) about the phenomena studied and that some of this knowledge is more or less compatible or in contradiction with scientific knowledge. Non-academic knowledge is, in the same way as scientific knowledge, meaningful to them in their context and has contributed to a richer and more complete understanding of the rainbow and colour. The study showed that the significance of academic knowledge sometimes faces problems of individual validation when cognitive conflicts appear in some students. These conflicts arose when the sensitive perception of the student was in contradiction with the knowledge that is intended to be taught to him or her or when the academic knowledge is in contradiction with deeply rooted beliefs such as religious beliefs. Research results showed that computer simulation helped students gain a better understanding of the concepts taught. It has contributed to the validation of scientific knowledge and to an increased and diversified use of psychological functions. It allowed them to discover other aspects of the phenomenon that are difficult to observe in real situations. It is thus presented as a promising tool for developing meaningful knowledge. But its use has limits, since facing a simulation of a phenomenon, some students were influenced by what they were looking at, thus diverting their thinking or preventing them from using their full cognitive capacity. Furthermore, the significance of the knowledge produced by the simulation could be limited by the model used to make the simulation software. Therefore, it would be interesting to broaden reflection on the articulation between reality and virtual objects to further address this dimension of the significance of knowledge.|
|Document Type:||Thèse de doctorat|
|Open Access Date:||19 July 2021|
|Collection:||Thèses et mémoires|
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