Pupils’ Reasoning and Practice during Hands‐on Activities in the Measurement Phase

Abstract

This paper sheds light on the tendencies and difficulties experienced by 14‐17 year old pupils during an activity involving measurement in physics. These tendencies and difficulties were surveyed through clinical interviews which involved data collection, data processing and interpretation, as well as the meaning given to measurement and the capacity to draw conclusions from data. The concept of ‘true value’ and ‘precision’ are thus approached. Based on the pupils’ output during these tasks, analysed as ‘obstacle’ and/or ‘precursor’, pedagogical suggestions are proposed.