Intégrer l’éducation technologique à l’éducation scientifique : pertinence pour les élèves et impacts sur les pratiques d’enseignants

Abstract

This collaborative research, which ran for more than 15 months, focuses on some challenges that science and technology teachers face as they try to integrate class-workshops to science education in the context of a curricular reform in Quebec. This situation justified the establishment of a collaborative effort between several stakeholders from the school, and especially between two reflective practitioners who modeled, with the research team, two teaching and evaluating learning situations (TLS) that aimed to integrate with their peers a technological design approach to science education, engaging in five-day teacher training sessions. Following these sessions, some participating teachers agreed to implement the TLS in their classes and welcomed members of the research team to do some co-teaching. We were able to document conditions favouring and as well as limiting the motivation of teachers to integrate technology in the study of wind turbines and electronics with students with the aim of better contextualizing the scientific and technological concepts of the program.

Keywords : Class-workshop, high school science, teachers training, teaching practices, sciences, technology.