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ÉTUDE DIDACTIQUE SUR LA MODÉLISATION ALGÉBRIQUE DES PHÉNOMÈNES PHYSIQUES

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Author(s)
Touma, Georges
Keywords
Modélisation algébrique
sciences expérimentales
régression graphico-statistique
recherche et développement technologique
écart-type
moindres carrés

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URI
http://hdl.handle.net/20.500.12424/2373
Online Access
http://mje.mcgill.ca/article/view/3078
Abstract
RÉSUMÉ.. Récemment, nous avons proposé une nouvelle méthode de Régression Graphico-Statistique (RGS) qui permet de produire le modèle mathématique d’un phénomène scientifique (Touma, 2006). De surcroît, les résultats de cette Recherche et Développement technologique (R & D) en éducation démontrent que les étudiants ont facilement intégré la méthode RGS lors d’un processus de modélisation scientifique. Ces résultats révèlent aussi qu’en utilisant cette méthode, les étudiants comprennent mieux le rationnel algébrique sous-jacent à la modélisation scientifique qu’avec une méthode traditionnelle (moindres carrés de Gauss-Legendre) utilisée de manière automatique dans les calculatrices programmables et les tableurs. A DIDACTIC STUDY ON THE ALGEBRAIC MODELING OF PHYSICAL PHENOMENA ABSTRACT.  We recently proposed a new method of Graphico-Statistics Regression (GSR) which makes it possible to produce the mathematical model of a scientific phenomenon (Touma, 2006). The results of this technological research and development (R&D) in education show that students were easily able to use GSR during the scientific modeling process. These results also show that this method helps students have a better understanding of the algebraic rational underlying scientific modeling then a traditional method such as Gauss-Legendre’s least squares used in programmable calculators and spreadsheets. DIDACTIC STUDY ON ALGEBRAIC MODELING OF PHYSICAL PHENOMENAWe recently proposed a new method of Graphico-Statistics Regression (GSR) which makes it possible to produce the mathematical model of a scientific phenomenon (Touma, 2006). The results of this technological research and development (R&D) in education show that the students easily integrated it during the process of scientific modeling. These results also reveal that by using this method, the students understand its algebraic rational better then with the traditional method (least squares of Gauss-Legendre) used in an automatic way in programmable calculators and spreadsheets.    
Date
2010-05-14
Type
info:eu-repo/semantics/article
Identifier
oai:ojs.ejournal.library.mcgill.ca:article/3078
http://mje.mcgill.ca/article/view/3078
Collections
McGill Journal of Education

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