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Conception d'un hypermédia en physique et étude des activités des élèves du point de vue de l'apprentissage

Abstract : This article presents ongoing research in Science Education, whose main aim is to design hypermedia software dedicated to science teaching on the basis of learning hypotheses relating to how the nature of the knowledge to be learned. As described in this text, these learning hypotheses underlie both the design of the hypermedia « Labdoc Son et Vibration » [Sound and Vibration] and the analysis of students' activity in a classroom situation. First, we describe the theoretical framework that introduces the learning hypotheses relating to knowledge that is to be taught. Then design principles are presented and two examples of activities and resources are given to illustrate the application such a theoretical framework. Finally we analyse students' activity whilst using the hypermedia in order to answer one of our research questions : the role of information structure in constructing of the meaning of related knowledge. One of the results presented here shows that enabling students to have successive failures leads them to look for other information, and to realise that they use parts of knowledge that are not the expected ones.
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Submitted on : Tuesday, June 8, 2004 - 12:08:32 PM
Last modification on : Tuesday, November 19, 2019 - 12:12:14 PM
Long-term archiving on: : Monday, March 29, 2010 - 8:40:32 PM


  • HAL Id : edutice-00000455, version 1



Arnauld Séjourné, Andrée Tiberghien. Conception d'un hypermédia en physique et étude des activités des élèves du point de vue de l'apprentissage. Cinquième colloque Hypermédias et apprentissages, Apr 2001, Grenoble, France. pp.103-118. ⟨edutice-00000455⟩



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