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Master Thesis

Différencier son enseignement par la variation des registres sémiotiques : quels effets sur les conceptions des élèves de seconde ?

Abstract : Heterogeneity is a will of the educative institution inside every class in France. Each class is built to encourage exchange between various backgrounds, various levels and various rates of learning. One difficulty for the teacher is to deal with all the different heterogeneities in his classes in order to help every single pupil to achieve his goals and progress over the year. An interesting tool for the teacher is differentiation. By differentiating his teaching, more pupils can feel engaged in the class and feel taken care of. It has shown over various studies that differentiation is effective in order to deal with heterogeneity and that a large majority of pupils progress better. One of the various ways to differentiate a teaching is to use various semiotic registers: pictures, videos, charts, tables, graphs, schemes etc… During our study we hypothesize that pupils in their first year in high school are more able to modify their wrong initial representations about mechanical forces in physics if they are in contact with various semiotic registers. In order to test this hypothesis, we delivered a first test to highlight their wrong initial representations of mechanical forces. This test showed that a large majority is unable to represent correctly the forces on an object. A majority also put a force in the same direction as the movement even after the rupture of the contact and think that the force norm is linked with the velocity of the studied system. With the confirmation of a majority of wrong representations, a differentiated session was built. A control group was confronted to a minimum of semiotic registers during this session, whereas the other group was confronted to a lot of them, including interaction object diagrams. Then all of pupils were again confronted to the same test they made before. The results show that being in contact with various registers conduct to better results than without this variation, but the difference is not really significant. The wrong conceptions are difficult to counter and stays strongly in pupils mind. One session is not enough to counter those wrong conceptions.
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Master Thesis
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Submitted on : Monday, May 27, 2019 - 3:13:13 PM
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Mémoire conception force reg...
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  • HAL Id : dumas-02140738, version 1



Anne-Claire Giot, Martin Legrand, Aurélie Pezous. Différencier son enseignement par la variation des registres sémiotiques : quels effets sur les conceptions des élèves de seconde ?. Education. 2019. ⟨dumas-02140738⟩



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