Le cycle journée/nuit : étude du développement des connaissances chez l’enfant français et comparaison de méthodes

Abstract : The aim of this work is to study the knowledge development process about night and day cycle during ontogeny, by comparing two diverging theoretical and methodological approaches, on 178 elementary school children (6–7 years old, 8–9 years old and 10–11 years old). We hypothesis that the dimension (2D/3D) of the representation, the question type (open versus forced choice) and the age of the student have an effect on the amount of correct answers and on the coherence between the answers. The results show that the knowledge acquisition process regarding night and day cycle follows a gradual path during ontogeny and that the method used has a significant effect on the number of correct answers given by the children. Indeed, heliocentric model is given minority when children are asked with open questions (only 31% of the children). On the contrary 76% of them choose the heliocentric perspective when asked with forced-choice questions. The support’s dimension (2D/3D) has no effect.
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Valérie Frède, Bertrand Troadec, S. Frappart. Le cycle journée/nuit : étude du développement des connaissances chez l’enfant français et comparaison de méthodes. Psychologie Française, Elsevier Masson, 2009, 54 (2), pp.153-171. ⟨https://www.journals.elsevier.com/psychologie-francaise/⟩. ⟨10.1016/j.psfr.2009.01.002⟩. ⟨hal-01531164⟩

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