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



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.


Conceptions, students 5 to 7 years, time, speed, methodology, qualitative analysis

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DOI: https://doi.org/10.26220/une.3184

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Educational Journal of the University of Patras UNESCO Chair | ISSN: 2241-9152 | Department of Educational Sciences and Early Childhood Education University of Patras

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