<p>This thesis is supposed to make teachers and teaching students aware of the educational problems in physics during comprehensive school. The editor has interviewed pupils and studied literature in the physical education. Also the pupils conceptions in some basic physics have been studied. The pupils agree in the interviews, that their previous knowledge in physics is not satisfying. The reason of this is further discussed and compared with the literature.</p>

This thesis is supposed to make teachers and teaching students aware of the educational problems in physics during comprehensive school. The editor has interviewed pupils and studied literature in the physical education. Also the pupils conceptions in some basic physics have been studied. The pupils agree in the interviews, that their previous knowledge in physics is not satisfying. The reason of this is further discussed and compared with the literature.

L’approche du monde étudiant ne peut être envisageable sans évoquer l’aptitude à apprendre. Les manières d’étudier, les modes d’appropriation du savoir et les variables qui peuvent influencer la qualité d’apprentissage constituent désormais un champ de recherche largement investi. La conception des étudiants de leur apprentissage ainsi que les pratiques d’étude propres à chaque filière peuvent expliquer le type d’approche développée par l’apprenant. Étant donné que la validation d’un cursus universitaire passe aussi par la réalisation d’un travail de recherche, nous nous sommes intéressés à deux types de formations médicales professionnalisantes. À travers une démarche compréhensive, le sens donné à l’apprentissage de la recherche par des étudiants en médecine et en maïeutique a été saisi. Compte tenu du sens accordé par l’apprenant à son apprentissage en général, à celui de la recherche et au regard de l’environnement pédagogique perçu, une typologie d’approches a permis de différencier le profil d’apprentissage des étudiants. La formation à et par la recherche a contribué à faire évoluer la conception des étudiants attachés malgré tout à l’utilité du savoir. Le saut qualitatif attendu à l’issue du travail de recherche ne se produit pas avec la même intensité chez tous les apprenants. Il s’avère qu’une approche en profondeur, une perception positive de l’environnement d’études et une prise de conscience de la valeur du savoir en tant que telle sont en interaction avec une forme élaborée du rapport à l’apprendre. Cependant, un accompagnement pédagogique pertinent permettrait à l’apprenant de mieux saisir le sens de son apprentissage et de gagner en réflexivité / Apprehending the students' world cannot be undertaken without thinking about their ability to learn. How to be a student, the way to study and approaches as well as the variables that can affect the quality of learning have been studied for a considerable time. The way students conceptualise their learning, together with the study approaches specific to each profession could explain the learning style of individual students. It would be useful to investigate how students conceptualise their learning for university diplomas that lead to a degree as well as a professional qualification and normally require the undertaking of some research. We have explored the example of two health professions - medicine and midwifery. An interpretative comprehensive paradigm was used to understand the meaning given to the learning of research theory and practice by medical and midwifery students. Bearing in mind the meaning given by learners to their overall learning, to the more specific learning of research methodology as well as their perception of their learning environment, a typology of approaches has enabled the identification of various learning profiles for these students. The education to and by research does not occur at the same level in all learners. This study has found that the combination of an deep approach to learning, a positive perception of the study environment and an awareness of the usefulness of knowledge for its own sake all come into play and exercise an influence of their relation to learning. However, an appropriate teaching support also helps the learner better apprehend the meaning of learning and encourages reflection

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