Publications Scientifiques

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Author: search.filters.author.Blizak, Meriem DjanetteSubject: search.filters.subject.Misconception

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    The effect of using the history of sciences on conceptual understanding and intrinsic motivation
    (2017) Blizak, Meriem Djanette
    This study investigates the effect of using the history of science in teaching geometrical optics on the motivation and conceptual understanding of first year university students. For this purpose, 54 students were randomly selected, then divided into two groups: the experimental group was taught by using history of science before traditional geometrical optics teaching, and the control group was taught by traditional method only. Data were collected using two instruments: Geometrical Optics Understanding Concept Test and Geometrical Optics Intrinsic Motivation Scale. The finding showed that before instruction, the students have important and prevalent misconceptions about vision, propagation of light and refraction. After teaching of geometrical optics, the study shows that using the history of science shows greater effect on intrinsic motivation and concept understanding. The results have some implications for teaching physics, especially when the traditional teaching is inevitable
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    Students misconceptions about light in Algeria
    (2009) Blizak, Meriem Djanette; Chafiqi, Fouad; Kendil, Djamel
    Physics education research has shown that students have difficulties in learning essential optics concepts. Therefore, in this present work we deal with student’s conceptions in geometrical optics field. Our objective is to show the Algerian students misconceptions. We proposed to 246 students in first year university (aged 18–21) a closed questionnaire where most of its questions were already used by other researchers. The misunderstandings identified were compared with those in literature. The results show that our students have the same misconceptions, related to the propagation of the light, the vision, the refraction and the reflexion, as the students in other countries (Andersson, Çiğdem ŞAHİN, Galili, Goldberg, Viennot,…). We investigate new students “misconception” concerning the propagation of the light in the vacuum
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    Determination of university students’ misconceptions about light using concept maps
    (Elsevier, 2014) Blizak, Meriem Djanette; Chafiqi, Fouad
    The concept map has evolved, in recent years, as an important teaching and learning tool. It engages students in active learning and assists instructors with their delivery. Thus, we believe that it has the power to be relevant and effective to reflect the design of a poly-functional teaching tool. We argue in favor of renewing didactic tools used in education, in general, and in teaching GO (geometric optics) in particular. The main purpose of this study, however, is to show that the concept mapping is a very effective way in terms of revealing the misconceptions of students, studying GO, during their university year. 52 freshman students (first year) majoring in life science and nature (LSN) were asked to draw a conceptual map about propagation of light; a two-stage experiment: before and after formal teaching sessions. The findings of the qualitative analysis of the students’ maps are in line with the results of other research; students have many misconceptions about light and traditional strategy used for teaching GO is not effective for conceptual change. Also, The approach of scoring tasks, as only one survey is not recommended