{"id":11867,"date":"2017-12-04T15:03:19","date_gmt":"2017-12-04T14:03:19","guid":{"rendered":"https:\/\/lineact.cesi.fr\/?post_type=projets&#038;p=11867"},"modified":"2024-04-29T14:44:31","modified_gmt":"2024-04-29T12:44:31","slug":"teaching-physics-differently","status":"publish","type":"projets","link":"https:\/\/lineact.cesi.fr\/en\/projets\/teaching-physics-differently\/","title":{"rendered":"Teaching Physics differently"},"content":{"rendered":"\n<div class=\"wp-block-group section is-layout-constrained wp-block-group-is-layout-constrained\">\n<div class=\"wp-block-group wrapper__inner is-layout-constrained wp-block-group-is-layout-constrained\">\n<div class=\"wp-block-group editorial__picture editorial__aside editorial__aside--big editorial__aside--picture is-layout-constrained wp-block-group-is-layout-constrained\"><figure class=\"wp-block-post-featured-image\"><img loading=\"lazy\" decoding=\"async\" width=\"835\" height=\"469\" src=\"https:\/\/lineact.cesi.fr\/wp-content\/uploads\/2017\/04\/enseignerv2.jpg\" class=\"attachment-post-thumbnail size-post-thumbnail wp-post-image\" alt=\"Enseigner\" style=\"object-fit:cover;\" srcset=\"https:\/\/lineact.cesi.fr\/wp-content\/uploads\/2017\/04\/enseignerv2.jpg 835w, https:\/\/lineact.cesi.fr\/wp-content\/uploads\/2017\/04\/enseignerv2-360x202.jpg 360w, https:\/\/lineact.cesi.fr\/wp-content\/uploads\/2017\/04\/enseignerv2-500x281.jpg 500w, https:\/\/lineact.cesi.fr\/wp-content\/uploads\/2017\/04\/enseignerv2-768x431.jpg 768w, https:\/\/lineact.cesi.fr\/wp-content\/uploads\/2017\/04\/enseignerv2-288x162.jpg 288w, https:\/\/lineact.cesi.fr\/wp-content\/uploads\/2017\/04\/enseignerv2-448x252.jpg 448w, https:\/\/lineact.cesi.fr\/wp-content\/uploads\/2017\/04\/enseignerv2-736x413.jpg 736w\" sizes=\"auto, (max-width: 835px) 100vw, 835px\" \/><\/figure><\/div>\n\n\n\n<div class=\"wp-block-group editorial__chapo is-layout-constrained wp-block-group-is-layout-constrained\">\n<ul class=\"wp-block-list\">\n<li><strong>Start of project:<\/strong> March 2010<\/li>\n\n\n\n<li><strong>End of project:<\/strong> September 2014<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<\/div>\n<\/div>\n\n\n\n<p>To compensate for the lack of interest for courses in STEMS, observed in students, CESI Ecole d\u2019Ing\u00e9nieurs decided in 2010 to experiment on a large scale a whole course using the PBL (Problem-Based Learning) approach.<\/p>\n<\/div>\n\n\n\n<div id=\"presentation\" class=\"wp-block-group section is-layout-flow wp-block-group-is-layout-flow\">\n<div class=\"wp-block-group wrapper__inner is-layout-flow wp-block-group-is-layout-flow\">\n<h2 class=\"wp-block-heading title--2 is-style-title-cesi-underline\"><span>Presentation<\/span><\/h2>\n\n\n\n<p>In 2011, the experimentation focused on the 1<sup>st<\/sup>-year course in Mechanics, and intended to broaden to other domains such as Thermodynamics, Electricity and Magnetism 1<sup>st<\/sup>-year courses in 2012.<\/p>\n\n\n\n<p>In order to measure the efficiency of the approach, it was decided that a research should be done, focusing on the experimentation in Mechanics for 2 years. <\/p>\n\n\n\n<p>This research aimed at comparing knowledge acquisition and cognitive effects of the PBL approach with a traditional course, in 3 centres. The student were divided into two groups in each centre, one following the PBL approach, the other a traditional course. The learning objectives were the same in both situations: the learning objectives of the traditional course were used to design PBL sessions, comprising in all 6 problems (2 during the first semester, and 4 during the second semester.<\/p>\n\n\n\n<p>The Force Concept Inventory (FCI) translated into French was used to measure knowledge acquisition, together with a common final exam, assessed by a Rubrics grid covering all the learning objectives. The FCI test was taken at the beginning and at the end of the course.<\/p>\n<\/div>\n<\/div>\n\n\n\n<div id=\"results\" class=\"wp-block-group section has-grey-background-color has-background is-layout-flow wp-block-group-is-layout-flow\">\n<div class=\"wp-block-group wrapper__inner is-layout-flow wp-block-group-is-layout-flow\">\n<h2 class=\"wp-block-heading title--2 is-style-title-cesi-underline\"><span>Main results<\/span><\/h2>\n\n\n\n<p>The analysis of the results of the final exam assessed by the Rubrics grid measuring each learning objective shows that there was no significant difference in knowledge acquisition between the two approaches. Besides that, It has also been observed that the behavioural criteria were not assessed similarly in all centres.<\/p>\n\n\n\n<p>The analysis of the FCI test results shows that PBL does not improve students\u2019 conceptions, contrary to the initial hypothesis. However, it also shows that none of the two approaches had an effect on students\u2019 conceptions.<\/p>\n\n\n\n<p>A detailed survey of the most frequent misconceptions of our students shows that these are also the most frequent misconceptions in secondary education, which are persisting for some students in spite of a further training session in mechanics. Which raises the question of which type of pedagogy can act upon these misconceptions.<\/p>\n<\/div>\n<\/div>\n\n\n\n<div id=\"publications\" class=\"wp-block-group section is-layout-flow wp-block-group-is-layout-flow\">\n<div class=\"wp-block-group wrapper__inner is-layout-flow wp-block-group-is-layout-flow\">\n<h2 class=\"wp-block-heading title--2 is-style-title-cesi-underline\"><span>Publications<\/span><\/h2>\n\n\n\n<p>BLANDIN, B. (2010) <a href=\"http:\/\/www.univ-reims.fr\/site\/evenement\/girep-icpe-mptl-2010-reims-international-conference\/gallery_files\/site\/1\/90\/4401\/22908\/29321\/29322.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Learning Physics: a Competency-based Curriculum using Modelling Techniques and PBL Approach, <em>Oral presentation at the GIREP \u2013 ICPE \u2013 MPTL International Conference<\/em><\/a><em>, Reims, 22-27 August 2010<\/em>.<\/p>\n\n\n\n<p>VICHERAT, B. (2011) <em>L\u2019Approche par Probl\u00e8mes pour l\u2019enseignement des Sciences dans une formation d\u2019Ing\u00e9nieurs G\u00e9n\u00e9ralistes Cesi : Etude des processus d\u2019apprentissage et de d\u00e9veloppement des comp\u00e9tences<\/em>. Master Professionnel D\u00e9veloppement des comp\u00e9tences en formation des adultes, Option Ing\u00e9nierie P\u00e9dagogique en Formation des Adultes. Universit\u00e9 Paris Nanterre.<\/p>\n\n\n\n<p>MEHALLEL, D. (2012) <em>L\u2019Approche par probl\u00e8me en question : entre r\u00e9sistance et persistance des apprenants. Etude des effets d\u2019un dispositif d\u2019apprentissage par probl\u00e8me pour l\u2019apprentissage des sciences sur la motivation des \u00e9l\u00e8ves-ing\u00e9nieurs du Cesi<\/em>. M\u00e9moire de Master 2 IPFA. Nanterre : Universit\u00e9 Paris Nanterre.<\/p>\n\n\n\n<p>POUTOT, G. BACILA, A. AGEORGES, P. BLANDIN, B. (2012) <a href=\"http:\/\/www.wcpe2012.org\/proceedings.html\" target=\"_blank\" rel=\"noreferrer noopener\">PBL in Mechanics: some results of a controlled experiment, in <em>Proceedings of the World Conference<\/em><\/a><em> in Physics Education, Istanbul, Turkey, July, 1st \u2013 6th, 2012, p.405-412<\/em>.<\/p>\n\n\n\n<p>BLANDIN, B. AGEORGES, P. BACILA, A. POUTOT, G. (2013) <a href=\"http:\/\/www.aref2013.univ-montp2.fr\/cod6\/?q=content\/176-mise-en-%C5%93uvre-de-l%E2%80%99approche-par-probl%C3%A8mes-dans-une-%C3%A9cole-d%E2%80%99ing%C3%A9nieurs-effet-cognitifs\u20130\" target=\"_blank\" rel=\"noreferrer noopener\">Mise en \u0153uvre de l\u2019approche par probl\u00e8mes dans une \u00e9cole d\u2019ing\u00e9nieurs: effets cognitifs et conatifs,<\/a> in <em>Actes du congr\u00e8s de l\u2019Actualit\u00e9 de la Recherche en \u00c9ducation et Formation (AREF \u2013 AECSE<\/em>), Laboratoire LIRDEF \u2013 EA 3749 \u2013 Universit\u00e9s de Montpellier, Ao\u00fbt 2013.<\/p>\n\n\n\n<p>AGEORGES, P. POUTOT, G. BACILA, A. BLANDIN, B. (2014) <a href=\"http:\/\/pubs.sciepub.com\/education\/2\/8\/1\/\" target=\"_blank\" rel=\"noreferrer noopener\">Some Lessons from a 3-Year Experiment of Problem-Based Learning in Physics in a French School of Engineering<\/a>, in&nbsp;<em>American Journal of Educational Research<\/em> 2.8 (2014): 564-567.<\/p>\n\n\n\n<p>POUTOT, G., and BLANDIN, B. (2015) <a href=\"http:\/\/pubs.sciepub.com\/education\/3\/2\/2\/\" target=\"_blank\" rel=\"noreferrer noopener\">Exploration of Students\u2019 Misconceptions in Mechanics using the FCI<\/a>, in American Journal of Educational Research 3.2: 116-120.<\/p>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>To compensate for the lack of interest for courses in STEMS, observed in students, CESI Ecole d\u2019Ing\u00e9nieurs decided in 2010 to experiment on a large scale a whole course using the PBL (Problem-Based Learning) approach.<\/p>\n","protected":false},"featured_media":12993,"menu_order":0,"template":"","categories":[457],"tags":[462],"class_list":["post-11867","projets","type-projets","status-publish","has-post-thumbnail","hentry","category-learning-and-innovating","tag-project-completed"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.2 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Teaching Physics differently - CESI LINEACT<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/lineact.cesi.fr\/en\/projets\/teaching-physics-differently\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Teaching Physics differently - 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