Fr
ab]Résumé: L’étude décrite dans cet article constitue la phargse initiale qualitative d’une étude à phases multiples portant sur l’amélioration de l’enseignement des sciences de la nature dans les milieux minoritaires francophones du Canada central. Cette phase de l’étude fait état des facteurs, divers et complexes, qui influencent l’enseignement du programme d’études en sciences de la maternelle à la 9e année dans ces milieux. Tout d’abord, les thèmes relevés dans plusieurs études qualitatives du phénomène de l’enseignement des sciences de la nature dans certains milieux minoritaires francophones de la Saskatchewan et du Manitoba sont examinés. Ensuite, à l’aide du modèle bioécologique d’Urie Bronfenbrenner, l’étude conceptualise systématiquement l’origine et l’interaction des facteurs qui ont une influence sur l’enseignement des sciences de la nature. Enfin, une description des activités actuelles de développement en éducation scientifique au sein des milieux minoritaires francophones du Manitoba est fournie.
Abstract
The study described in this paper is the initial qualitative phase of a multi-phase study focusing on improving science education delivery in francophone-minority settings in central Canada. This phase of the study elucidates the broad and complex factors influencing Kindergarten to Grade-9 science curriculum delivery in these settings. The study begins by exploring the themes generated from several qualitative studies pertaining to the phenomenon of science delivery in selected francophone-minority settings in Saskatchewan and Manitoba. Using Urie Bronfenbrenner’s bio-ecological model, the study, furthermore, systematically conceptualizes the origin of and interplay among these factors influencing science education delivery. Finally, a description of current science education development activities within Manitoba francophone-minority settings is provided.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Références
Abell, S.K. et Roth, M. (1992). Constraints to teaching science: A case study of a science enthusiast student teacher. Science Education, 76, 581–595.
Bogdan, R.C. et Biklen, S.K. (1992). Qualitative research for education. 2nd ed. Boston: Allyn & Bacon.
Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.
Bronfenbrenner, U. (1989). Ecological systems theory. In R. Vasta, (Ed.), Six theories of child development, (pp. 187–249). Greenwich, CT: JAI Press.
Bronfenbrenner, U. (2005). Making human beings human: Bioecological perspectives on human development. London: Sage Publications.
Cormier, M., Pruneau, D., Rivard, L. et Blain, S. (2004). Un modèle pédagogique pour améliorer l’apprentissage des sciences en milieu linguistique minoritaire. Francophonies d’Amérique, 18, 21–35.
Conseil des ministres de l’Éducation (Canada) (CMEC). (2004). https://doi.org/www.cmec.ca
Fullan, M (1992). Successful school improvement. Buckingham: Open University Press.
Fullan, M. (1993). Changing forces: Probing the depths of educational reform. London: The Falmer Press.
Gilbert, A., LeTouzé, S., Thériault, J. et Landry, R. (2004). Teachers and the challenge of teaching in minority settings. https://doi.org/www.ctf-fce.ca.
Glesne, C. et Peshkin, A. (1992). Becoming qualitative researchers: an introduction. New York: Longman.
Goodrum, D., Rehnie, L. et Hackling, M. (2001). Science in Australian primary schools. Investigating, 17(4), 5–7.
Gustafson, B., Guilbert, S. et MacDonald, D. (2002). Beginning elementary Science teachers: Developing professional knowledge during a limited mentoring experience. Research in Science Education, 32(3), 281–302.
Harlen, W. (1977). Primary teachers’ understandings in science and its impact in the classroom. Research in Science Education, 27(3), 323–337.
Harlen, W. (1988). Teaching and learning primary science. London: Harper Row.
Hoffman, L., Paris, S. et Hall, E. (1994). Developmental psychology today 6th Edition. New York, NY: McGraw-Hill.
Landry, R. et Allard, R. (1990). Contact des langues et développement bilingue: un modèle macroscopique. The Canadian Modem Language Review / Revue canadienne des langues vivantes, 46, 527–553.
Lewin, K. (1951). In D. Cartwright, (Ed.), Field theory in social science; Selected theoretical papers. New York: Harper & Row.
Lewthwaite, B.E. (2000). Implementing science in the New Zealand curriculum: How teachers see the problems. In G. Haisman, (Ed.), Exploring issues in science education. (pp. 11–23). Wellington, New Zealand: Ministry of Education, Research and Curriculum Division.
Lewthwaite, B.E. (2001). The development, validation and application of a primary science curriculum implementation questionnaire. Unpublished ScEdD Thesis, Curtin University of Technology, Perth. https://doi.org/adt.curtin.edu.au.
Lewthwaite, B.E. (2005). ‘It’s more than knowing the science.’ A case study in elementary science curriculum review. Canadian Journal of Science, Mathematics and Technology Education, 5(2), 170–186.
Lewthwaite, B.E. (2006a). Constraints and contributors to science-teacher leader development. Science Education, 90(2), 331–347.
Lewthwaite, B.E. (2006b). ‘I want to enable teachers in their change’: Exploring the role of a superintendent on science curriculum delivery. Canadian Journal of Educational Administration and Policy, 22, 1–23.
Lewthwaite, B.E., Stoeber, R. et Renaud, R. (2007). The development, validation and application of a science delivery evaluation instrument for francophone-minority settings. Canadian Journal of Science, Mathematics and Technology Education, 7(4).
Mulholland, J. et Wallace, J. (1996). Breaking the cycle: Preparing elementary teachers to teach science. Journal of Elementary Science Education, 8(1), 17–38.
Organisation de Coopération et de Développement Économiques. (2003). Programme international pour le suivi de l’acquis des élèves [PISA], https://doi.org/www.pisa.oecd.org
Pruneau, D. et Langis, J. (2000). L’enseignement et l’apprentissage des sciences en milieu minoritaire: défies et possibilités. https://doi.org/www.acelf.ca
Rivard, L. P. et Cormier, M. (sous presse). Teaching science in French Canadian schools using an instructional congruence model involving discourse enabling strategies. LI — Educational Studies in Language and Literature.
Rutter, M. (1977). Protective factors in children’s responses to stress and disadvantage. In M.W. Kent, J.E. Rolf, (Eds.) Primary prevention of psychopathology. Vol. 3: Social competence in children. Hanover, New Hampshire: University Press of New England.
Rutter, M. (1987). Psychosocial resilience and protective mechanisms. In J. Rolf, A. Masten, D. Cichetti, K. Nuechterlein, S. Weintraub, (Eds.) Risk and protective factors in the development of psychopathology. (pp. 181–214). New York: Cambridge University Press.
Shulman, L.S. (1986). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
Stoeber, R., Ould Baba, B., et Chappellez, S. (sous révision). Un modèle de développement professionnel pour le personnel enseignant des sciences au mileu minoritaire: les facteurs de risques et de protection. Revue canadienne de l’enseignement des sciences, des mathématiques et des technologies.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Lewthwaite, B., Stoeber, R. & Renaud, R. Les facteurs qui influencent l’offre des sciences dans les milieux minoritaires francophones. Can J Sci Math Techn 7, 317–334 (2007). https://doi.org/10.1080/14926150709556738
Published:
Issue Date:
DOI: https://doi.org/10.1080/14926150709556738