Andrée Tiberghien

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One of the main differences between novice and expert problem solving in physics is that novices mostly construct problem representations from objects and events in the experimental situation, and experts construct representations closer to theoretical terms and entities. A main difficulty in physics is in interrelating these two levels, i.e. in modelling.(More)
The ICPE wishes to make the material in this book as widely available to the physics education community as possible. Therefore, provided that appropriate acknowledgement is made to the source and that no changes are made to the text or graphics, it may be freely used and copied by individuals for non-profit pedagogical purposes only. Any other use requires(More)
This paper compares collaborative problem solving by learners sitting side-by-side with computer-mediated learning at a distance. Three aspects are studied: students’ problem solving strategies and interpretation of the teaching situation, their use of components of the situation, and the cognitive processes involved in understanding domain knowledge,(More)
This contribution presents analyses of teachers’ and students’ verbal and gesture productions in classrooms in order to construct knowledge involved in particular contexts. These analyses are based on theoretical positions on knowledge and learning hypotheses. In particular we assume that students’ conceptual understanding of physics is constructed through(More)
ion starts from an initial, simple, undeveloped first form, which need not be internally and externally consistent. The development of abstraction proceeds from analysis, at the initial stage of the abstraction, to synthesis. It ends with a consistent and elaborate final form. It does not lead from concrete to abstract but from an undeveloped to a developed(More)
It is quite exceptional, if it ever happens, that a new conceptual domain be built from scratch. Usually, it is developed and mastered in interaction, both positive and negative, with other more operational existing domains. Few reasoning mechanisms have been proposed to account for the interplay of different conceptual domains and the transfer of(More)
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