Academic literature on the topic 'Modèle scientifique scolaire'
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Journal articles on the topic "Modèle scientifique scolaire":
Tadlaoui-Brahmi, Ania, Lionel Alvarez, and Jean-Charles Buttier. "Vers un modèle théorique interdisciplinaire de Didactique d’Éducation à la Citoyenneté numérique." Swiss Journal of Educational Research 45, no. 1 (June 20, 2023): 27–39. http://dx.doi.org/10.24452/sjer.45.1.3.
Ailincai, Rodica, and Annick Weil-Barais. "Les dispositifs d’éducation parentale destinés aux parents d’enfants d’âge pré-scolaire utilisant des vidéo/débats." Swiss Journal of Educational Research 38, no. 2 (September 19, 2018): 319–40. http://dx.doi.org/10.24452/sjer.38.2.4982.
Suso López, Javier. "Introduction." Langues & Parole 2 (November 30, 2016): 7–11. http://dx.doi.org/10.5565/rev/languesparole.19.
Merle, Pierre. "L'adhésion des lycéennes de terminale C au modèle de l'excellence scolaire." Sociétés contemporaines 16, no. 4 (November 1, 1993): 7–26. http://dx.doi.org/10.3917/soco.p1993.16n1.0007.
Profillet, Lucas, Sébastien Laffage-Cosnier, and Christian Vivier. "Le « corps républicain » et ses représentations dans les manuels scolaires de Paul Bert à la fin du XIXe siècle." French Cultural Studies 30, no. 3 (July 30, 2019): 179–95. http://dx.doi.org/10.1177/0957155819861056.
Zagefka, Polymnia. "Les adolescents et les savoirs scientifiques et techniques transmis par les médias." Sociétés contemporaines 11-12, no. 3 (November 1, 1992): 149–66. http://dx.doi.org/10.3917/soco.p1992.11n1.0149.
Cormier, Marianne, Diane Pruneau, and Léonard P. Rivard. "Améliorer les apprentissages en sciences en milieu francophone minoritaire : résultats de l’expérimentation d’un modèle pédagogique*." Revue des sciences de l'éducation 36, no. 2 (September 24, 2010): 343–63. http://dx.doi.org/10.7202/044481ar.
Geay, Bertrand. "La territorialisation éducative, entre dynamiques structurales et action politique." Diversité 181, no. 1 (2015): 29–33. http://dx.doi.org/10.3406/diver.2015.4094.
Merkle, Denise. "L’état des lieux de la formation en traduction professionnelle au Nouveau-Brunswick." FORUM / Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation 16, no. 1 (September 27, 2018): 122–41. http://dx.doi.org/10.1075/forum.00008.mer.
Brechet, Claire, and Marine Buon. "Étudier le développement socio-émotionnel : enjeux dans le champ de l’éducation et de la santé." Enfance N° 2, no. 2 (June 21, 2023): 125–30. http://dx.doi.org/10.3917/enf2.232.0125.
Dissertations / Theses on the topic "Modèle scientifique scolaire":
Tison, Estelle. "Modèles scientifiques scolaires de l'énergie au cycle 4 - Une analyse de documents institutionnels et de pratiques déclarées et effectives de formation continue." Electronic Thesis or Diss., CY Cergy Paris Université, 2023. http://www.theses.fr/2023CYUN1232.
Since the 1970s, energy has given rise to numerous research studies in didactics which have highlighted difficulties related to the teaching and learning of this concept. In France, in 2015, energy became a teaching theme in cycle 4 (grade 7 to 9). Exploratory interviews show heterogeneity in the appropriation of this theme by teachers and a great diversity in the use of energy chains, which are not based on common standards.In this research work, we characterize school science models of energy promoted by institutional actors likely to influence teaching practices, on the one hand through an analysis of institutional documents (programs, official documents and textbooks), on the other hand by an analysis of declared and actual practices of in-training service (interview with academic trainers and analysis of two training sessions). We particularly focus on the place of energy chains in these models, on their use in a classroom and training context, and on the reasons that can explain the choices of models and training made by trainers.To answer our research questions, we composed a theoretical and methodological framework inspired by the DADE (Robert and Rogalski, 2002) which is structured around three approaches: a didactic approach, to characterize the training and teaching tasks; an epistemological approach, to characterize the academic scientific models of energy; an ergonomic approach, to infer the reasons that justify the choices of models and tasks.The analysis of institutional documents did not highlight a single and clear school science model of energy: most often, the characteristics attributed to energy are not defined, and when they are their definitions may be contradictory to each other. Most of the models described do not make a distinction between the energy associated with the systems of study and the energy received or given by these systems, therefore the representation of phenomena by energy chains does not respond to clear rules of modelling. Generally, the links between the school science concept of energy and the societal concept of energy are seldom evoked (let alone explained in a satisfactory manner), and the models we identified do not permit to discuss societal issues from a scientific angle. Trainers who use a school science model of energy highlight the difficulties linked to teaching and learning about energy, and refer to the need for consensus regarding the words of the model and the modelling methodology. However, the models they promote are not based on common rules and do not rely on the same characteristics of energy. A training course is distinguished by the use of a school science model of energy derived from didactics, which is based on the distinction between forms of energy and energy transfers, as well as on the use of energy chains
Roy, Patrick. "Manuels scolaires et savoirs disciplinaires en sciences et technologies : résultats d'une analyse de la documentation scientifique." Mémoire, Université de Sherbrooke, 2010. http://savoirs.usherbrooke.ca/handle/11143/677.
Giaconi, Smoje Valentina. "Modélisation statistique de l'impact des environnements académiques sur les croyances et la réussite des élèves au Chili." Thesis, Université Grenoble Alpes (ComUE), 2016. http://www.theses.fr/2016GREAH040/document.
This PhD thesis is dedicated to the statistical modeling of the impact of academic environments on student’s beliefs and achievement in Chile. We contribute to the field of educational effectiveness with a statistical discussion regarding how to combine multilevel models with methods for selection bias and missing data and two empirical studies. The statistical discussion was used to take methodological decisions in the empirical studies. The first empirical study evaluates the impact of science courses on students’ beliefs. The second empirical study is about school effects on students’ trajectories in mathematics and reading scores. In the statistical part, we analyze linear adjustment and propensity score matching to address selection bias. Regarding the missing data problem, we considered multiple imputation techniques. Each of these methods is compatible with multilevel models. However, the problem of addressing selection bias and missing data simultaneously with hierarchical data is not resolved. We present a statistical discussion that classifies and analyzes strategies to combine the methods. The first empirical study regards the influence of Life and Non-life science courses in secondary students’ epistemic and self-efficacy beliefs related to sciences. We compared students that took summer science courses with a control group in a post and follow-up beliefs questionnaire. We found positive effects of Life courses and courses with laboratory work, controlling for confounding variables. The results show differences between Life and Non-life scientific disciplines that should be explored. The second empirical study concerns school effects on trajectories of Chilean students. It has two aims. The first aim is to describe the characteristics of the trajectories in mathematics and reading scores and the variation explained by primary and secondary schools. The second aim is to measure the effect of public schools in comparison with voucher schools on students’ trajectories in mathematics and reading scores. We used a longitudinal national database which included measures for the same students at 4th, 8th and 10th grade. Multilevel growth models were used to model the trajectories. We found effects of secondary and primary schools on intercepts and slopes. In addition, we found negative effects from public education, which became not significant after controlling for school’ socioeconomic composition and selection practices. The results illustrate the stratification between the public system and voucher system and the need to study inside each system which schools are more efficient
Blanquet, Estelle. "La construction de critères de scientificité pour la démarche d'investigation : une approche pragmatique pour l'enseignement de la physique à l'école primaire." Thesis, Nice, 2014. http://www.theses.fr/2014NICE4104/document.
The purpose of this thesis is to propose a pragmatic epistemology of school science in primary school. Indeed, some of the difficulties encountered by inquiry-based science education may be attributed to a lack of understanding of the very nature of science. A survey on the perception of science by incumbent teachers and teachers in training confirms that most of them have a relatively vague vision grounded in a form of naive empiricism. A practical set of criteria of scientificity adapted to the school context is developed through a “bottom-up” approach based on actual classroom practices. Its efficiency at discriminating scientific and non-scientific practices is discussed, as well as the didactical and epistemological implications of its use. It is thus possible to deduce evolutive definitions of a school science that is normative yet subordinated to the “science of scientists”. Teachers responded positively to this epistemological tool when it was presented to them. Among the different teaching strategies tested in a classroom, the most efficient for the acquisition of criteria of scientificity were those which supplemented the inquiry process with an explicit epistemological component. Some elements of scientific method can be introduced as early as kindergarten (5-6 y.o) : after experimenting with inquiry processes, pupils have proved able not only to claim the primacy of experiment but also to run tests related to different criteria of scientificity and acquire the basics of scientific modeling
Books on the topic "Modèle scientifique scolaire":
Bonifacio, Flavio. POUR UN MODÈLE SCIENTIFIQUE DU SYSTÈME SCOLAIRE - Ecole: Un anneau étrange, presque magique. Paris: Editions L'Harmattan, 1996.
Bonifacio, Flavio. Pour un modele scientifique du systeme scolaire. Paris; Montreal: Harmattan, 1996.
Ontario. Esquisse de cours 12e année: Sciences de l'activité physique pse4u cours préuniversitaire. Vanier, Ont: CFORP, 2002.
Ontario. Esquisse de cours 12e année: Technologie de l'information en affaires btx4e cours préemploi. Vanier, Ont: CFORP, 2002.
Ontario. Esquisse de cours 12e année: Études informatiques ics4m cours préuniversitaire. Vanier, Ont: CFORP, 2002.
Ontario. Esquisse de cours 12e année: Mathématiques de la technologie au collège mct4c cours précollégial. Vanier, Ont: CFORP, 2002.
Ontario. Esquisse de cours 12e année: Sciences snc4m cours préuniversitaire. Vanier, Ont: CFORP, 2002.
Ontario. Esquisse de cours 12e année: English eae4e cours préemploi. Vanier, Ont: CFORP, 2002.
Ontario. Esquisse de cours 12e année: Le Canada et le monde: une analyse géographique cgw4u cours préuniversitaire. Vanier, Ont: CFORP, 2002.
Ontario. Esquisse de cours 12e année: Environnement et gestion des ressources cgr4e cours préemploi. Vanier, Ont: CFORP, 2002.
Conference papers on the topic "Modèle scientifique scolaire":
CHTIOUI, Researcher Jamila. "HOW CAN STUDY GROUPS BE MADE EFFECTIVE AT UNIVERSITY?" In IV. International research Scientific Congress of Humanities and Social Sciences. Rimar Academy, 2023. http://dx.doi.org/10.47832/ist.con4-2.