Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

The aim of the diploma thesis was to describe pupils' conceptions of science and scientists and also to suggest some possibilities to influence them. In the theoretical part of the thesis common knowledge of pupils' conceptions of science and scientists is described. It also summarises researches following up these issues, and conceptions of science education at primary school in the Czech Republic and other chosen states. In the empirical part a research focused on getting information about pupils' knowledge of science and scientists and their approach is presented. The results show, that pupils' conceptions of science and scientists are heterogeneous and the role of out-of-school activities of chosen pupils was more significant than influence of school. In the final part of the thesis there are appropriate ways how to influence pupils' conceptions of the area of science at school are outlined

Après avoir présenté la situation au Liban, les principaux concepts de didactique utilisés puis les différentes méthodologies mises en œuvre, une première série de résultats compare les conceptions d'enseignants libanais et français sur la sexualité et l'éducation à la sexualité (ES), à partir de leurs réponses au questionnaire du projet européen Biohead-Citizen. Les conceptions des enseignants libanais diffèrent très significativement de celles de leurs collègues français, montrant une certaine unité entre eux quelle que soit leur religion, mais corrélées à un grand degré de croyance et de pratique religieuse : moins favorables à l'avortement en toute situation, moins favorables au « safer sex », contre l'introduction de la plupart des thèmes de l'ES aux enfants du primaire et même aux adolescents. L'importance politique des confessions au Liban, y compris dans le système scolaire, nous a amené à recenser les positions des différentes religions sur l'ES : d'une part à partir d'une approche bibliographique sur leurs positions officielles, d'autre part à partir d'interviews de responsables socio-religieux impliqués dans le système éducatif au Liban. Cette seconde série de résultats montre des convergences quant au cadre et la finalité de l'exercice de la sexualité, et quant à la nécessité et la façon de contrôler le système éducatif libanais ; mais elle montre aussi de petites nuances avec des positions catholiques très strictes dans le refus de certains thèmes reliés à l'ES comme la contraception, l'avortement et l'insémination artificielle (les positions musulmanes concernant ces thèmes étant moins rigides). Ces nuances s'étendent à l'ES : l'Islam considère plus le texte religieux comme référence tandis que le Christianisme établit une approche détaillée de l'ES impliquant les parents. Enfin, une troisième série de résultats amorce une analyse de l'état des lieux de la réalité actuelle de l'ES dans les établissements scolaires libanais à partir de trois approches. En conclusion, notre travail permet d'émettre des hypothèses sur plusieurs filtres, freins et obstacles qui s'opposent à l'implémentation de l'ES au Liban. Les résistances de nombreux acteurs du système éducatif libanais (directeurs d'école, corps enseignant, pouvoirs socio-religieux) semblent avoir pour origine la méconnaissance de la nature, de la visée et des conséquences d'une ES / After presenting the situation in Lebanon, the main didactic concepts and the different methodologies implemented, a first set of results compares the conceptions on sexuality and sex education (SE) of Lebanese and French teachers, using their responses to the questionnaire of the European project Biohead-Citizen. Lebanese teachers' conceptions differ very significantly from those of their French colleagues, showing some unity between them regardless of their religion, but correlated to a large degree of belief and religious practice: less favorable to abortion in any situation, less supportive of "safer sex" and against introducing of most of the themes of the SE. The political importance of confessions in Lebanon, including in the school system, led us to identify the positions of different religions on the SE: firstly from a bibliographical approach to their official positions, then from interviews with socioreligious leaders involved in the Lebanese educational system. This second set of results shows convergence on the framework and purpose of teaching human sexuality, and about the need and the way to control the Lebanese education system, but it also shows little nuances with strict Catholic positions in the refusal of some topics related to human sexuality as contraception, abortion and artificial insemination (Muslim positions on these topics are more flexible). These nuances extend to the SE: Islam considers the religious text as the reference for SE while Christianity establishes a detailed approach involving the parents. Finally, a third set of results is revealed by an analysis of the status of the current reality of the SE in Lebanese schools, using three approaches. In conclusion, our work can speculate on several filters, brakes and obstacles to the implementation of the SE in Lebanon. Many actors in the Lebanese education system (school principals, teachers, social and religious authorities) seem to misunderstand the nature, aim and the consequences of SE

Ancré dans la didactique curriculaire et dans le champ de recherche essentiellement développé dans les pays anglo-saxons désigné par l’acronyme NoS (Nature of Science), ce travail examine la possibilité d’introduire l’histoire des sciences dans les cours de physique de l'enseignement secondaire tunisien afin de modifier l’image de la nature des sciences et de l’activité scientifique des élèves. Ces conditions portent sur la nature de l’innovation à expérimenter en classe et son impact sur les élèves, sur sa généralisabilité et donc sur le rapport à l’enseignement de la physique et à l’innovation des enseignants. Une partie des études théoriques a été consacrée à une revue de la littérature traitant de la culture scientifique (scientific literacy), de la nature des sciences et de l’histoire des sciences dans l’enseignement (NoS), l’autre à l’élaboration d’un cadre de référence épistémologico-historique. Nous y présentons les sciences comme une entreprise humaine réalisée dans un contexte socio-culturel, technique et politique d’une époque donnée et esquissons un panorama de l’histoire de la dioptrique orientée par les objectifs d’apprentissage épistémologique retenus pour la séquence d’enseignement innovante : montrer la diversité des enjeux de la physique et des démarches du physicien. Les études empiriques ont été conduites en Tunisie. Deux séquences d’investigation documentaires ont été expérimentées en classe à un an d’intervalle par le même enseignant auprès de deux groupes d’élèves, le premier de 20, le second de 25. Elles se distinguent par le fait que l’une vise uniquement l’acquisition de savoirs épistémologiques et que l’autre vise aussi l’acquisition de savoirs scientifiques sur la loi de la réfraction. Le suivi de ces ingénieries a été réalisé essentiellement à l’aide de questionnaires ouverts ou fermés. Un film et deux entretiens sous forme de questionnaires les complètent. La transmission de l’innovation pédagogique a été réalisée dans le cadre de la formation continue des enseignants et a donné lieu à une ingénierie qui a touché 50 enseignants du secondaire. Ceux-ci ont eu à réaliser le même travail que les élèves. Trente d’entre eux ont répondu aux mêmes questionnaires que les élèves ainsi qu’à deux autres questionnaires élaborés pour déterminer leur rapport à l’enseignement de la physique et à l’innovation. Les résultats obtenus confirment les hypothèses de recherche à propos de l’existence d’une vision empiriste et réaliste naïve des sciences chez les élèves et enseignants et d’une tendance des enseignants à privilégier les expériences dans l’enseignement de la physique. Ils sont encourageants quant à la possibilité de faire évoluer l’image de la nature de l’activité scientifique des élèves grâce à l’introduction de l’histoire des sciences relativement aux objectifs épistémologiques considérés. Nous terminons par la discussion des apports et limites du travail réalisé et présentons quelques pistes ultérieures de recherche. / Based on the research on curriculum and on the field of research mainly developed in English-speaking countries designated by the acronym NoS (Nature of Science), this work addresses the possibility of introducing innovative proposals based on the history of science in physics courses at the secondary level teaching in Tunisia in order to change the image of scientific activity among students. These conditions relate to the type of innovation to implement in class, to the impact of the implementation on students’ epistemological conceptions, to the relationship of teachers to science teaching and consequently to the generalizability. Part of the theoretical studies was devoted to a review of the literature on scientific literacy, on the nature of science and the history of science in education, the other to the elaboration of a reference framework based on history, philosophy and sociology of science. We consider the scientific knowledge as the result of activities—intellectual and practical—performed by individuals, working collectively, in the socio-cultural context of a given historical period. We outline an overview of the history of the dioptric guided by the epistemological learning objectives that we choose for the innovative pedagogical unit: showing the diversity of issues and approaches followed by physicists. Empirical studies have been conducted in Tunisia. Two units based on historical texts and inquiry-teaching were tested in class one year apart by the same teacher with two groups of students, the first one consisted of 20 students, the second one of 25. They differ in the fact that one is focused only on the acquisition of epistemological knowledge whereas the other also involves the acquisition of scientific knowledge on the law of refraction. Written questionnaires were elaborated in order to examine the evolution of the image of NoS of students and their relationship to the innovative unit. A film and two interviews of the teacher who implemented the units complete them. The transfer of the innovative proposal, carried out in the context of three in service teacher training sessions, affected 50 high school teachers. We proposed them the same work as students have to do. Thirty of them answered the same questionnaires as students. Two other questionnaires were designed in order to examine their relationship to the teaching of physics and to the training session. The results confirm the research hypotheses about the existence of a naive empiricist and realistic vision of science among students and teachers, and about a tendency among teachers to focus on experiences. They are also encouraging about the possibility of changing the image of the nature of science of students by introducing history of science in teaching on the particular features considered in the innovation. We conclude by discussing the contributions and limits of the work done and present some future research directions.

Comment les professeurs d’anglais enseignent-ils la culture ? Quels types de culture et quelles compétences culturelles ciblent-ils ? Quels sont les objectifs, les buts éducatifs, les méthodes et les stratégies mobilisées pour servir cet enseignement ? Cette thèse compréhensive de type écologique s’intéresse prioritairement aux observables liés aux enseignants ainsi qu’aux interprétations de la situation par les professeurs et par leurs élèves (Altet, 2003). Dans ce cadre, des éléments de contexteont été définis, un certain nombre de concepts et de théories ont été précisées pour permettre d’appréhender le concept de culture selon des perspectives multiples. Il s’agit de parvenir à une compréhension plus aboutie des processus à l’œuvre, selon le paradigme de complexité (Morin, 1990). Une enquête empirique permet d’étudier les conceptions et les pratiques des professeurs d’anglais en matière d’enseignement de la culture. Cette enquête comprend un questionnaire, des observations de cours encadrées par des entretiens conduits auprès des professeurs dont les cours ont été filmés. Les pré-entretiens sont semi-directifs ; les post-entretiens relèvent de la méthodologie de l’auto-confrontation simple. Des interviews d’élèves ayant participé à ces cours ont également été réalisées. Les résultats obtenus attestent qu’un genre professionnel s’est constitué chez ces professeurs d’anglais lorsqu’ils enseignent la culture. Derrière ces genres, une grande variété de styles personnels émerge. / How do English teachers teach culture? Which types of culture and cultural competencies do they target? What are the objectives, the educative goals, the methods and the strategies used to teach culture? This doctoral thesis is comprehensive with an ecological approach. It mainly focuses on observables related to the teachers, their interpretations of the situation under study and their students’ interpretations (Altet, 2003). In this perspective contextual elements have been defined and several concepts and theories have been investigated so as to study the concept of culture from several angles. The aim of this research is to develop a deeper understanding of the processes at work, to be grasped within the paradigm of complexity (1990, Morin). The conceptions and the teaching practices developed by English teachers to teach culture have been studied thanks to an empirical inquiry. This enquiry consists of a questionnaire and of a series of interviews made before the teachers’ lessons were filmed and after they were filmed. The pre-interviews were semi-directive and the post-interviews were simple self-confrontation interviews. Students who took part in the lessons that were filmed were also interviewed. The results show that these English teachers have developed a professional genre when teaching culture. Along with this shared teaching genre a wide range of personal teaching styles have emerged.

Doctor of Philosophy (PhD) / Abstract Clinical teachers’ experiences of nursing and teaching Clinical nurse teachers’ experiences of nursing and teaching undergraduate nursing students on clinical placement are explored in this thesis because of concerns about the quality of nursing students’ learning outcomes. The aim was to identify variation in clinical teachers’ conceptions of nursing and their conceptions of, and approaches to teaching undergraduate nursing students. The study was significant because clinical teachers’ conceptions of nursing and approaches to clinical teaching have not been researched previously. Underpinning the study was a phenomenographic perspective on learning and teaching. This perspective views learning and teaching in terms of how they were experienced. Experience of nursing and clinical teaching, for example, can be understood in terms of related ‘what’ and ‘how’ aspects. The ‘what’ aspect concerns how nursing and clinical teaching were understood. The ‘how’ aspect is concerned the ways nursing and clinical teaching were approached. Experience of nursing and clinical teaching were described and analysed in terms of the separate ‘what’ and ‘how’ aspects and are understood in terms of the relationship between each of the aspects. Data from semi-structured interviews with twenty clinical teachers were analysed using phenomenographic research techniques (Marton & Booth, 1997) in order to identify variation in how nursing and clinical teaching were experienced. To extend the description, the research also sought to identify the empirical relationships between each of the aspects investigated. Key aspects of variation in clinical teacher experiences of nursing and clinical teaching and associated relationships have been identified. The results suggest that clinical teachers who adopted a student-centred approach to teaching conceived of nursing and clinical teaching in complex ways. The phenomenographic approach provides for an experiential and holistic account of clinical teaching: a perspective absent in nursing education research literature. The research findings extend knowledge that will assist with preparation and support of clinical teachers.

Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

Doctor of Philosophy (PhD) / Abstract Clinical teachers’ experiences of nursing and teaching Clinical nurse teachers’ experiences of nursing and teaching undergraduate nursing students on clinical placement are explored in this thesis because of concerns about the quality of nursing students’ learning outcomes. The aim was to identify variation in clinical teachers’ conceptions of nursing and their conceptions of, and approaches to teaching undergraduate nursing students. The study was significant because clinical teachers’ conceptions of nursing and approaches to clinical teaching have not been researched previously. Underpinning the study was a phenomenographic perspective on learning and teaching. This perspective views learning and teaching in terms of how they were experienced. Experience of nursing and clinical teaching, for example, can be understood in terms of related ‘what’ and ‘how’ aspects. The ‘what’ aspect concerns how nursing and clinical teaching were understood. The ‘how’ aspect is concerned the ways nursing and clinical teaching were approached. Experience of nursing and clinical teaching were described and analysed in terms of the separate ‘what’ and ‘how’ aspects and are understood in terms of the relationship between each of the aspects. Data from semi-structured interviews with twenty clinical teachers were analysed using phenomenographic research techniques (Marton & Booth, 1997) in order to identify variation in how nursing and clinical teaching were experienced. To extend the description, the research also sought to identify the empirical relationships between each of the aspects investigated. Key aspects of variation in clinical teacher experiences of nursing and clinical teaching and associated relationships have been identified. The results suggest that clinical teachers who adopted a student-centred approach to teaching conceived of nursing and clinical teaching in complex ways. The phenomenographic approach provides for an experiential and holistic account of clinical teaching: a perspective absent in nursing education research literature. The research findings extend knowledge that will assist with preparation and support of clinical teachers.