CATEGORIZATION OF PRIMARY SCHOOL PHYSICS TEACHERS’ DIDACTIC INTERVENTION

<p>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.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0998/a.php" alt="Hit counter" /></p>