[ Les principales représentations initiales-obstacles en cinématique chez les élèves de 4ème scientifique à Inkisi et à Kimpese en RD-Congo ]
BAZANGIKA MUSUNDA Wa SADI Rama1, MBUNDU NDOKI Tadé-Étienne2, NGOIE MPOY Ruffin-Bénoît3, and Kinyoka Kabalumuna God’El4
1 Département de Physique et des Sciences Appliquées, Section des Sciences et Technologies, Institut Supérieur Pédagogique de Mbanza-Ngungu, Mbanza-Ngungu, Kongo Central, RD Congo
2 Département de Physique et des Sciences Appliquées, Section des Sciences et Technologies, Institut Supérieur Pédagogique de Mbanza-Ngungu, Mbanza-Ngungu, Kongo Central, RD Congo
3 Département de Mathématique, Section des Sciences et Technologies, Institut Supérieur Pédagogique de Mbanza-Ngungu, Mbanza-Ngungu, Kongo Central, RD Congo
4 Université Pédagogique Nationale, Faculté des Sciences, Département de Physique et Sciences Appliquées, Kinshasa, RD Congo
Original language: French
Copyright © 2024 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
In this study, based on a sociogenetic approach involving 7 teachers and 182 fourth-year scientific students from 21 schools offering the scientific section in Inkisi and Kimpese, two cities in the Kongo Central province of the Democratic Republic of Congo, the central question focused on identifying the main initial representational obstacles in kinematics among these students and their origins. As a result, it was noted that most teachers were unaware of these initial representations. In addition, the students had primitive, negative and collective conceptions, stemming from educational and cultural contexts, relating to the basic notions of kinematics such as motion (moving), time (duration), trajectory (distance), speed (rapidity), rectilinear motion (movement on a flat surface), uniform motion (fixed), varied motion (accelerated) and free fall (falling suddenly and involuntarily). There is thus a persistent and evolving contradiction between these initial representations-obstacles and the new knowledges that teachers have to transmit.
Author Keywords: kinematics, obstacle, initial representation, scientific, sociogenetics.
BAZANGIKA MUSUNDA Wa SADI Rama1, MBUNDU NDOKI Tadé-Étienne2, NGOIE MPOY Ruffin-Bénoît3, and Kinyoka Kabalumuna God’El4
1 Département de Physique et des Sciences Appliquées, Section des Sciences et Technologies, Institut Supérieur Pédagogique de Mbanza-Ngungu, Mbanza-Ngungu, Kongo Central, RD Congo
2 Département de Physique et des Sciences Appliquées, Section des Sciences et Technologies, Institut Supérieur Pédagogique de Mbanza-Ngungu, Mbanza-Ngungu, Kongo Central, RD Congo
3 Département de Mathématique, Section des Sciences et Technologies, Institut Supérieur Pédagogique de Mbanza-Ngungu, Mbanza-Ngungu, Kongo Central, RD Congo
4 Université Pédagogique Nationale, Faculté des Sciences, Département de Physique et Sciences Appliquées, Kinshasa, RD Congo
Original language: French
Copyright © 2024 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
In this study, based on a sociogenetic approach involving 7 teachers and 182 fourth-year scientific students from 21 schools offering the scientific section in Inkisi and Kimpese, two cities in the Kongo Central province of the Democratic Republic of Congo, the central question focused on identifying the main initial representational obstacles in kinematics among these students and their origins. As a result, it was noted that most teachers were unaware of these initial representations. In addition, the students had primitive, negative and collective conceptions, stemming from educational and cultural contexts, relating to the basic notions of kinematics such as motion (moving), time (duration), trajectory (distance), speed (rapidity), rectilinear motion (movement on a flat surface), uniform motion (fixed), varied motion (accelerated) and free fall (falling suddenly and involuntarily). There is thus a persistent and evolving contradiction between these initial representations-obstacles and the new knowledges that teachers have to transmit.
Author Keywords: kinematics, obstacle, initial representation, scientific, sociogenetics.
Abstract: (french)
Au cours de cette recherche, basée sur l’approche sociogénétique auprès de 7 enseignants et 182 élèves de la quatrième scientifique de 21 écoles organisant la section scientifique à Inkisi et Kimpese, deux villes de la province du Kongo Central en RD-Congo, la question centrale portait sur l’identification des principales représentations initiales-obstacles en cinématique chez ces élèves, ainsi que sur leurs origines. De ce fait, il a été donné de constater que la plupart des enseignants méconnaissaient ces représentations initiales. De plus, les élèves avaient des conceptions primitives, négatives et collectives, issues de contextes pédagogiques et culturels, relativement aux notions de base de la cinématique telles que le mouvement (bouger), le temps (durée), la trajectoire (distance), la vitesse (rapidité), le mouvement rectiligne (mouvement sur une surface plane), le mouvement (fixe), le mouvement varié (accéléré) et la chute libre (tomber brusquement et involontairement). Il existe ainsi une contradiction persistante et évolutive entre ces représentations initiales-obstacles et les nouvelles connaissances que les enseignants doivent transmettre.
Author Keywords: cinématique, obstacle, représentation initiale, scientifique, sociogénétique.
