Cours du mardi 25 septembre 2006

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Cours du mardi 25 septembre 2006
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What Children Know and How They Learn

• Changes in understanding of what children know
  and how they learn have been profound in the past
  several decades. This new understanding is
  central to formulating how science should be
  taught. In summary
• Children entering school already have substantial
  knowledge of the natural world, much of which is
  implicit.
• What children are capable of at a particular age
  is the result of a complex interplay among
  maturation, experience, and instruction. What is
  developmentally appropriate is not a simple
  function of age or grade, but rather is largely
  contingent on their prior opportunities to learn.
  
• Students knowledge and experience play a
  critical role in their science learning,
  influencing all four strands of science
  understanding.
• Race and ethnicity, language, culture, gender,
  and socioeconomic status are among the factors
  that influence the knowledge and experience
  children bring to the classroom.
• Students learn science by actively engaging in
  the practices of science.
• A range of instructional approaches is necessary
  as part of a full development of science
  proficiency.

http//science.nsta.org/nstaexpress/nstaexpress_20
06_09_25_execsummary.htm
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Childrens experience varies with their cultural,
linguistic, and economic background. Such
differences mean that students arrive in the
classroom with varying levels of exposure to
science and varying degrees of comfort with the
norms of scientific practice. These differences
require teachers sensitivity to cultural and
other background differences and their
willingness and skill to adjust instruction in
light of these differences. Adjusting for
variation in students background and experience
does not mean dumbing down the science curriculum
or instruction. All children bring basic
reasoning skills, personal knowledge of the
natural world, and curiosity, which can be built
on to achieve proficiency in science.
http//www.nationalacademies.org/morenews/20060921
b.html
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Je vais vous raconter une histoire

• Il était une fois dans la ville de Syracuse,
• en Sicile

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• Un roi qui sappelait Hiéron II
• Il voulait avoir une belle couronne dor pur.

http//www.ac-versailles.fr/pedagogi/musee-educati
on/images/collections/images/couronne20de20lauri
er.jpg
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• Il en donna donc une certaine quantité à un
  orfèvre.
• Mais si ce dernier avait gardé une partie de lor
  pour lui ?
• Cependant pas question de toucher à la couronne.
  Comment faire pour savoir sil y a eu fraude ?

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• Le roi demanda conseils à un savant bien connu
  Archimède.

http//www.free-people.org/fotos-photos/archimede.
jpg
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• Ce dernier trouva la solution dans son bain

http//www.intelligence-creative.com/z0651_archime
de.jpg
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• et tellement content de lui-même, se mit à courir
  nu dans les rues en criant  eurêka . ( Jai
  trouvé )

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Essayez de deviner quelle était la réponse à
lénigme trouvée par Archimède.
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Consignes

• Trouvez un contexte approprié pour une classe
  dimmersion (?).
• Trouvez la masse volumique des différents cubes.
• Faites tous vos calculs dans Excel.

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Exercice récapitulatif

• Est-ce une pierre mystérieuse ?

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