[ Investigation sur l'enseignement et l'apprentissage de la force de Coriolis terrestre dans l'enseignement supérieur ]
Volume 13, Issue 3, November 2015, Pages 488–496
Karoum Limame1 and Salaheddine SAYOURI2
1 Centre Régional des Métiers de l'Education et de la Formation (CRMEF) de Fès, Rue de Kuwait, BP 49 Fès, Morocco
2 LPTA Département de Physique, Université Sidi Mohammed Ben Abdellah, Faculté des Sciences D-M, B.P.1796, Fès-Atlas, Morocco
Original language: French
Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The obstacles to the understanding and the assimilation of physical concepts are very often very complex to perceive and, therefore, methodologies, approaches and reforms that can overcome these barriers are continuously proposed by the Ministry of Education. In the present tentative, which may be considered as a first step to a more developed work, we proposed a questionnaire to future physics and chemistry teachers in secondary schools (at CRMEF of Fez, Morocco). In addition, we were able, through discussions with physics university professors, to have an idea about the reactions of the students on the problem, The objective was to identify difficulties and barriers faced by those students during the teaching and learning of the concept of the earth's Coriolis force. This work, which constitutes a part of an action research, could allow the desired solutions to the barriers mentioned above.The collected results revealed a misperception of the concept associated with the Earth's Coriolis force, pointing out that teaching strategies have to be reviewed, and that pedagogical tools have to be implicated in these strategies.
Author Keywords: Coriolis force, geocentric referential, terrestrial referential, pedagogic tools, Questionnaire.
Volume 13, Issue 3, November 2015, Pages 488–496
Karoum Limame1 and Salaheddine SAYOURI2
1 Centre Régional des Métiers de l'Education et de la Formation (CRMEF) de Fès, Rue de Kuwait, BP 49 Fès, Morocco
2 LPTA Département de Physique, Université Sidi Mohammed Ben Abdellah, Faculté des Sciences D-M, B.P.1796, Fès-Atlas, Morocco
Original language: French
Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
The obstacles to the understanding and the assimilation of physical concepts are very often very complex to perceive and, therefore, methodologies, approaches and reforms that can overcome these barriers are continuously proposed by the Ministry of Education. In the present tentative, which may be considered as a first step to a more developed work, we proposed a questionnaire to future physics and chemistry teachers in secondary schools (at CRMEF of Fez, Morocco). In addition, we were able, through discussions with physics university professors, to have an idea about the reactions of the students on the problem, The objective was to identify difficulties and barriers faced by those students during the teaching and learning of the concept of the earth's Coriolis force. This work, which constitutes a part of an action research, could allow the desired solutions to the barriers mentioned above.The collected results revealed a misperception of the concept associated with the Earth's Coriolis force, pointing out that teaching strategies have to be reviewed, and that pedagogical tools have to be implicated in these strategies.
Author Keywords: Coriolis force, geocentric referential, terrestrial referential, pedagogic tools, Questionnaire.
Abstract: (french)
Les obstacles à une compréhension et a une assimilation des concepts physiques enseignés dans les cycles de l'enseignement universitaire s'avèrent très souvent très difficile à surpasser, et, de ce fait, des méthodologies et approches pouvant écarter ces obstacles sont proposés au fil des années et des diverses réformes de l'enseignement mises en place par le Ministère de tutelle. Dans le présent travail, qui constitue une ébauche à un travail plus développé en cours de préparation, nous avons établi un questionnaire, soumis à un échantillon constitué d'enseignants de physique-chimie du cycle secondaire qualifiant en cours de formation au CRMEF de Fès. En outre, nous avons pu, via un entretien avec des professeurs universitaires de physique, d'ores et déjà, avoir une idée sur les réactions des étudiants concernant la question. L'objectif étant de cerner les difficultés et obstacles que rencontrent les étudiants lors de l'enseignement et l'apprentissage du concept de la force de Coriolis terrestre au programme de la mécanique. Ce travail s'insère dans le cadre d'une recherche-action susceptible de permettre la proposition de solutions aux entraves sus mentionnés. L'exploitation des résultats du dépouillement du questionnaire ont confirmé la faible perception du concept associé à la force de Coriolis terrestre, mettant en cause les stratégies d'enseignement qui souffre du manque de supports pédagogiques dédiés à l'enseignement de cette force en particulier.
Author Keywords: Force de Coriolis, référentiel géocentrique, référentiel terrestre, Outil pédagogique, Questionnaire.
How to Cite this Article
Karoum Limame and Salaheddine SAYOURI, “Investigation on teaching and learning of the Earth's Coriolis force at the University,” International Journal of Innovation and Applied Studies, vol. 13, no. 3, pp. 488–496, November 2015.
