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- W2127025692 abstract "Empirical studies in physics and chemistry education have shown some of the limits of a general constructivist view of the teaching‐‐learning process. In our opinion, we need more specific constructivist models of learning, which would take into account the distinctive epistemological features of the scientific field concerned. The dynamic process that we planned is founded upon some distinctive features of theories about the structure of matter: their philosophical and non‐empirical foundations, their character as a hypothetical model, their character of mechanical analogy. This learning process can be seen as a search for an analogy between the properties of a sample of gas and the properties of a set of particles moving under rules derived from the kinetic theory of gases. The didactic experiment is based upon the use of a computer simulation. It includes a first phase of interviews. The second phase of experimentation in the classroom gives some quantitative information in usual classroom teaching‐learning conditions. The analysis of the data allowed us on the one hand to assess the short‐term and long‐term effectiveness of this learning process and on the other hand to discuss the hypotheses underlying the choice of phenomena and questions we formulated in order to design the didactical situations." @default.
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- W2127025692 date "1997-07-01" @default.
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- W2127025692 title "Designing a learning sequence about a pre‐quantitative kinetic model of gases: the parts played by questions and by a computer‐simulation" @default.
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- W2127025692 doi "https://doi.org/10.1080/0950069970190603" @default.
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