Éditeur(s) : HAL CCSD
Résumé : International audience
The 20th Caribbean Academy of Sciences Biennal Meeting was held in Guadeloupe, FWI, on November 24 th to 26 th, 2016. It has gathered over 130 participants from more than 14 countries within or outside the Caribbean. In this booklet, you may find all abstracts form the scientific sessions, and the desciption of two round tables and three symposiums. Sessions were as followed :- Poster session- Mathematics and Informatics- Science Education- Physics of the Athmosphere- Medical Sciences (1)- Interface and Material Physics- Radiochemistry and Nuclear Medicine and Biomolecules- Interdisciplinary Oral Session- Biology- Hydrology and Hydrodynamics- Material and Environmental Chemistry- Medical Sciences (2)
https://hal.univ-antilles.fr/hal-01413318
Dehaies, Guadeloupe

hal-01413318
https://hal.univ-antilles.fr/hal-01413318
https://hal.univ-antilles.fr/hal-01413318v2/document
https://hal.univ-antilles.fr/hal-01413318/file/CAS_2016_Booklet.pdf

Éditeur(s) : HAL CCSD
Résumé : International audience
CIRTA
Montréal, Canada

hal-01619715
https://hal.univ-antilles.fr/hal-01619715

Éditeur(s) : HAL CCSD
Résumé : International audience
The purpose of this study is to identify links between the geothermal context and the conceptions in different initial teachers training, from the Caribbean and North America. The Caribbean Islands are located in a subduction zone, creating a great potential for geothermal energy. In Guadeloupe, this potential has been harnessed and a geothermal power plant produces about 5% of the local demand for electricity. It is called high temperature geothermy. In Quebec the bedrock mainly consists of ancient Precambrian rocks from the Canadian Shield, which does not allow for electricity production. The geothermal heat is used to regulate the temperature in buildings, to create spars, to grow crops and other purposes. It is called low temperature geothermy. This design-based research (Sandoval, W. et Al., 2004) takes part in the contextualization of sciences education research works (Blanchet, P. et Al., 2009, Anciaux, F. et Al., 2013) and in the continuation of the Gounouy project (Fecil, S. et Al., 2014). A project-based learning on geothermal energy has been set up with two groups of initial teachers training from the Université du Québec à Montréal (UQAM) and from the French West Indies University (UA). The purpose is to create collaborations between each group in order to enable them to encounter, recognize and formulate their conceptions. Further, they will collectively elaborate a more complex understanding of conceptions about geothermy. More specifically, the design used in this experiment aims to highlight context effects (Merlo-Leurette, S., Forissier, T., 2009). Context effects are pedagogical events occurring when there is a clash between the different conceptions of students, observed uring courses regarding different problematics related to geothermal energy. Communications via videoconferences were arranged so that the counterpart teams may discuss their investigative findings. Videos from the exchanges have been collected, as well as weekly summaries about student’s accomplishment, ideas, questions and feelings. Pre-test and post-test questionnaires on geothermal energy were submitted at the beginning and at the end of the project, to compare conceptions before and after the learning process. Collected data enables to bring out the student’s contextuality. Therefore, they highlight context effects, due to the differences between the geothermal contexts in Guadeloupe and in Montreal.This study is supported by the Geotref project.
CARIBBEAN ACADEMY OF SCIENCES 20 th GENERAL ASSEMBLY AND BIENNAL MEETING
Dehaies, Guadeloupe, France

hal-01534665
https://hal.univ-antilles.fr/hal-01534665

Éditeur(s) : HAL CCSD
Résumé : Proceedings of the 10th International and Interdisciplinary Conference, CONTEXT 2017, Paris, France, June 20-23, 2017
International audience
This paper presents a research project in science education that is positioned at the intersection of computer science and context in learning. The main objective is to improve learning process by creating a software tool that participates, from the inception to the achievement, in the design of leaning scenarios, based on context effects, and, to show that context effects' learning is an efficient method in the development of student's knowledge regarding a concept. The software will compute differences between two – or more – external contexts based on specific parameters, related to the phenomenon or object that students are expected to study. The elaboration of the calculator (" the MazCalc ") is conducted using the design based research theory, meaning that several iterations of learning field experiments are conducted in order to collect relevant data which are used for the tool creation. In this paper, the design of the scenario involves students from North America and from the French West Indies and the concept studied is about geothermal energy. The instantiation of the context calculator is made with the geothermal object of study, and the differences are computed in the calculator between the two contexts mentioned. This example makes possible to validate the link between context effects predicted and observed, and also to study the impact of external context on the learning process. This study has been conducted thanks to the GEOTREF project support.
Modeling and Using Context

ISBN : 978-3-319-57837-8
hal-01625781
https://hal.univ-antilles.fr/hal-01625781
https://hal.univ-antilles.fr/hal-01625781/document
https://hal.univ-antilles.fr/hal-01625781/file/Elaborating%20the%20context%20calculator%20CONTEXT2017.pdf

Éditeur(s) : HAL CCSD
Résumé : International audience
CONTEXT
Paris, France

hal-01619948
https://hal.univ-antilles.fr/hal-01619948