Comment l'idée d'instabilité du volume vient aux enfants (notice n° 243749)
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| fixed length control field | 03131cam a2200289 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112065911.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Andreucci, Colette |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Comment l'idée d'instabilité du volume vient aux enfants |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2003.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 74 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | RÉSUMÉ Cette étude explore l’acquisition de la relativité et variabilité du volume apparent (encombrement) des objets courants. Des enfants âgés de 5 à 13 ans ont été soumis à la résolution d’un problème pratique consistant à loger à l’intérieur d’une valise un ensemble d’ustensiles hétéroclites dont certains se plient, s’emboîtent, s’escamotent ou se dégonflent. Les résultats (procédures et verbalisations) indiquent que, dès l’âge de 9 ans, les enfants sont tous pleinement conscients de la nécessité d’agir sur l’instabilité de l’encombrement des objets dans le but de “ réduire la place qu’ils prennent ” ainsi qu’ils le disent. Ces justifications, en termes de quantité de place occupée par les objets, sont ainsi lexicalement identiques aux instructions utilisées dans les épreuves piagétiennes de conservation du volume vrai des solides. Ceci pourrait expliquer le retard de l’appréhension du volume en tant qu’invariant et grandeur trilinéaire. L’appropriation par les enfants de l’intelligence pratique cristallisée dans les artefacts ferait obstacle à la construction du savoir logico-mathématique. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | SUMMARY How children get the notion that volume varies This study investigates children’s acquisition of the relativity and variability of the apparent volume (bulk) of everyday objects. Children, from 5 to 13 years old, were asked to solve a practical problem, i.e. lodge inside a suitcase a collection of heterogeneous common artifacts, a number of which being by design either telescopic, nestable, folding, retractable or inflatable. The results (procedures and verbalizations) show that, from 9 on, children are quite aware that they must act upon the relativity or variability of bulk in order that, as they say, the objects “ take up less deal of room ”. This explanation, in terms of deal of room took up by objects, is thus similar to that used in the instructions of piagetian conservation tasks concerning the true volume of solids. This could explain the lag observed by Piaget in the construction of the notion of volume as an invariant and trilinear dimension. Children’s appropriation of the technical intelligence crystallized in artefacts may hinder their construction of a logical and mathematical concept. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Savoirs procéduraux |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Encombrement |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Propriétés des artefacts |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Volume |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Intelligence technique |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Bulk |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Procedural knowledge |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Volume |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Technical intelligence |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Properties of artefacts |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Enfance | 55 | 2 | 2003-06-01 | p. 139-158 | 0013-7545 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-enfance1-2003-2-page-139?lang=fr">https://shs.cairn.info/revue-enfance1-2003-2-page-139?lang=fr</a> |
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