Les conceptions des élèves de 5 à 7 ans au regard de la mesure du temps : outils méthodologiques, un exemple d’analyse qualitative

Abstract

Students' conceptions may be the starting point for improving their understanding of the world. These conceptions play a decisive role throughout learning procedure and are often incompatible with the scientific model. Conceptions’ analysis is a tool for the advancement of a proximal development zone in which a first conceptual system can be built by students. This paper presents our first findings on 5 to 7-year-old students’ conceptions about the inverse relationship between time and speed. Considering the epistemological perspective of phenomenological primitives, our data collection is based on an experimental approach by setting up a problem situation.