Utiliser les Préconceptions des Élèves pour construire l'Apprentissage en Sciences

In this article we argue the importance of ‘preconceptions’ of different age pupils in acquiring new knowledge of chemistry whilst at school. This inquiry was made in different situations (in and out of schools) in Belgium, on some 60 pupils of 12‐13 years of age. Six terms were selected that are of common usage in chemistry: element; reaction; model; to dissolve; product; and shape. Pupils had to follow, for each word, the same research procedure mentioned above. The final results show the utility of ‘preconceptions’ in the teaching syllabus.