TWO STEPS FORWARD, ONE STEP BACK

Numéro: 

4

Volume: 

29

Dossier: 

LASRY, Nathaniel
GUILLEMETTE, Jonathan
DUGDALE, Michael
CHARLES, Elizabeth
MAZUR, Eric

One of the main goals of science education is to help students change the way they see the world. This is particularly important in physics, because students often have views that are at odds with what we try to teach them, especially as concerns Newtonian concepts.  A wide variety of misconceptions has long been documented and characterized as being robust and resistant to change. The authors of this article discuss findings from a study they conducted—findings that changed their own conception of how students learn physics. Several of the ideas explored could also apply to other disciplines, in both the pre-university and technical streams.

The original English version of this article was published in Nature Physics; to access it, click on this link: http://mazur.harvard.edu/sentFiles/Mazur_436573.pdf

Article available in French only.

 

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