Points de vue d’enseignants de sciences au premier cycle du secondaire sur les manuels scolaires dans le contexte de l’implantation des nouveaux programmes au Québec*

Hasni, Abdelkrim; Moresoli, Christine; Samson, Ghislain; Owen, Marie-Ève

doi:10.7202/038730ar

Cited by 10 publications

(9 citation statements)

References 23 publications

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“…A telling result is the choice of Internet (93%), trade books (70%), textbooks (53%), and other reading material like newspapers and magazines (38%) as the tools used by the majority of Astronomy teachers to teach astronomy. This tends to show that astronomy teaching in Québec's elementary schools is mostly done through reading and writing activities, a result that is congruent with similar findings by Hasni et al (2009) concerning the teaching of science in Québec schools.…”

Section: Major Results Of the Surveysupporting

confidence: 80%

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A Logistic Regression Model Comparing Astronomy And Non-Astronomy Teachers In Québec’s Elementary Schools

Chastenay

Riopel

2019

JAESE

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Based on the results of an online survey of 500 Québec’s elementary (K-6) teachers conducted in 2015 that probed the way respondents teach astronomy to their classrooms, their background in S&T, their pre-service education, their aims and goals for astronomy teaching, their attitude toward teaching astronomy, the resources and materials they use, their view on the effectiveness of pre- and in-service training, and their need for in-service training, we present a logistic regression model comparing elementary teachers in our survey that teach astronomy to their class (“Astronomy” teachers, N = 244) and those who don’t (“Non-astronomy” teachers, N = 256), to reveal factors that seem to facilitate or hinder astronomy teaching in Québec’s elementary classrooms. Based on the model, several ways to enhance the teaching of astronomy in Québec’s K-6 classrooms are proposed: offer high-quality pre- and in-service training in astronomy to elementary teachers, raise the profile of science teaching in elementary schools, and help teachers realize the importance of teaching astronomy in their classrooms to cover the curriculum standards.

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Section: Major Results Of the Surveysupporting

confidence: 80%

“…Sixty-nine percent of elementary classes use textbooks in science, and teachers declare that they mostly use science textbooks to plan their teaching. Similar results about the use of textbooks in science teaching were found by Kesidou and Roseman (2002) and Hasni, Moreseli, Samson, and Owen (2009).…”

Section: Past Surveys Of Science Teachers In Canada and The Ussupporting

confidence: 82%

A Logistic Regression Model Comparing Astronomy And Non-Astronomy Teachers In Québec’s Elementary Schools

Chastenay

Riopel

2019

JAESE

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“…visit to observatory and planetarium, binoculars, telescopes, and astronomy software, are among the less popular, which might reflect budget and resource limitations on the part of the school, but also teachers' lack of knowledge and experience about how to use them to teach astronomy. The importance of Internet, trade books and textbooks might also be an indication that the teaching of astronomy in Québec's elementary schools is mostly a read-and-write activity, with students and teachers relying heavily on textbooks and activity sheets to cover the topics included in the curriculum (Hasni et al, 2009). This trend is reinforced by the fact that the topic with which astronomy teaching is most often integrated is French (see above Where do Astronomy teachers perform their duties?…”

Section: Part 2: the Case Of Astronomy Teachersmentioning

confidence: 99%

To Teach Or Not To Teach Astronomy, That Is The Question: Results Of A Survey Of Québec’s Elementary Teachers

Chastenay

2018

JAESE

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To determine the extent of astronomy teaching in Quebec’s schools, we conducted an online survey of 500 Québec’s elementary (K-6) teachers between January and March 2015. With a 35-items questionnaire, we wanted to find out how these elementary teachers teach astronomy (or not) to their classrooms, what is their background in Science & Technology (S&T), what pre-service education they received, the reasons why they teach astronomy or not to their students, the resources and materials they have at their disposal, their perception of the effectiveness of pre- and in-service training they received, and their perceived needs for in-service training. Results show that the majority of teachers surveyed didn’t study science beyond high school and have had no experience in S&T employment before becoming a teacher. We also found that only half of the teachers surveyed actually teach astronomy to their class, mostly by using reading and writing material, and that 39% of “Astronomy teachers” in our sample teach astronomy to their class between 6 and 10 hours per year. Major hurdles to astronomy teaching perceived by the teachers in our survey are a lack of experience and training in astronomy, a lack of resources and equipment, inadequate classroom arrangement, and their own, self-perceived incompetence in astronomy. Pre-service education in astronomy, in science and in science teaching is also considered mainly unsatisfactory, or non-existent in the case of astronomy; in-service training in astronomy is mainly composed of conversations with colleagues. Most respondents thus consider in-service training in astronomy to be inefficient or inexistent.

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“…Beaucoup d'entre eux s'appuient sur les manuels scolaires pour préparer leurs leçons, adoptent les mêmes options didactiques que celles des manuels scolaires, voire les mêmes exemples que ceux qui figurent dans les manuels (Clerc, 2002;Hasni, Samson, Moresoli et Owen, 2009;Lebrun, 2001;Niclot et Aroq, 2006;Plé, 2009;Savaton, 2005).…”

Section: De La Géographie Scolaire Aux Manuels Scolairesunclassified

La problématisation de la géographie scolaire à travers les introductions de manuels scolaires de 1998 et de 2008

Niclot

2013

ncre

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En France, la géographie scolaire entre en crise dans les années 1980 sous les effets conjugués des changements de paradigme de la géographie scientifique, de la perte de sens pour les élèves d’une discipline qui enseigne des savoirs figés et qui accorde une place essentielle à la mémorisation. Durant cette période, les débats sur les causes de la crise de l’enseignement de la géographie, menés notamment dans le cadre d’un mouvement didactique naissant, sont actifs. La problématisation est présentée comme une solution pour renouveler l’enseignement de cette discipline et, en 1995, les programmes scolaires imposent cette nouvelle orientation. Une analyse de manuels scolaires montre qu’en réalité la problématisation proposée reste formelle et ne remet en cause que très partiellement les méthodes d’enseignement traditionnelles de la géographie.

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Points de vue d’enseignants de sciences au premier cycle du secondaire sur les manuels scolaires dans le contexte de l’implantation des nouveaux programmes au Québec*

Cited by 10 publications

References 23 publications

A Logistic Regression Model Comparing Astronomy And Non-Astronomy Teachers In Québec’s Elementary Schools

A Logistic Regression Model Comparing Astronomy And Non-Astronomy Teachers In Québec’s Elementary Schools

To Teach Or Not To Teach Astronomy, That Is The Question: Results Of A Survey Of Québec’s Elementary Teachers

La problématisation de la géographie scolaire à travers les introductions de manuels scolaires de 1998 et de 2008

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