CATEGORIZATION OF PRIMARY SCHOOL PHYSICS TEACHERS’ DIDACTIC INTERVENTION

Autors/ores

  • Meissa Ouerghi Higher Institute of Education and Continuous Learning, Tunisia
  • Kaouther Rassaa Faculty of Sciences of Tunis, Tunisia
  • Neila Rassaa Institution of Agricultural Research and Higher Education, Tunisia
  • Chiraz Kilani Higher Institute of Education and Continuous Learning, Tunisia

DOI:

https://doi.org/10.46827/ejes.v12i2.5844

Paraules clau:

matter, mediation and tutelage, macroscopic characteristics of matter, scientific method, initial training, seniority

Resum

Teaching the concept of matter in primary school is challenging because of the obstacles related to children’s understanding of matter’s nature. Through this research, we aim to better understand physics teachers’ practices in primary schools to overcome those obstacles. Through a series of observations, we categorized teachers’ didactic interventions according to two types: mediation and tutelage, based on the scientific method’s phases, while teaching macroscopic characteristics of matter. Then, we perform a statistical test to define which criteria could influence their didactic choices. We could prove that the initial training is irrelevant in our case. However, the seniority can impact the type of intervention adopted to assist students. These results could help to optimize teachers' didactic choices and thus improve the effectiveness of their interventions.

 

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Biografies de l'autor/a

  • Meissa Ouerghi, Higher Institute of Education and Continuous Learning, Tunisia

    Meissa Ouerghi, PhD in Pedagogy and Didactics from the Higher Institute of Education and Continuous Learning. Ouerghi’s research interests are centered around teaching and learning, with a specific focus on e-learning, chemistry teaching, and education technology.

    ResearchGate: https://www.researchgate.net/profile/Meissa-Ouerghi

    ORCID ID: https://orcid.org/0009-0008-9731-4431

  • Kaouther Rassaa, Faculty of Sciences of Tunis, Tunisia

    Kaouther Rassaa, Assistant Professor at the Faculty of Science in Tunis. She has a PhD in Didactics of Physical Sciences, and her research interests focus on the analysis of learning difficulties in Physical Sciences.

    ResearchGate: https://www.researchgate.net/profile/Kaouther-Rassaa

  • Neila Rassaa, Institution of Agricultural Research and Higher Education, Tunisia

    Naila Rassaa, Academic researcher. She has contributed to research in topics: Rosmarinus & Phytotoxicity.

    Academia.edu: https://independent.academia.edu/NRASSAA

  • Chiraz Kilani, Higher Institute of Education and Continuous Learning, Tunisia

    Chiraz Kilani, Senior lecturer in Didactics of Science, teacher-researcher at Higher Institute of Education and Continuous Learning. Habilitation to direct research in Didactics of Sciences and Educational Sciences. Doctorate from the Claude Bernard University Lyon 1. Her research interests focus on didactics, teaching methods, and science education.

    ResearchGate: https://www.researchgate.net/profile/Chiraz-Ben-Kilani

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Publicat

2025-02-27

Número

Vol. 12 Núm. 2 (2025)

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