<p dir="ltr">Student attitudes towards chemistry are a contributing factor to their success in chemistry courses and retention in STEMM in higher education. In the last decade, STEMM attrition rates have been an area of concern in the United States. Research in K12 classrooms has demonstrated that culturally relevant pedagogies (CRP) can improve student learning and attitudes toward STEMM. CRP consists of instructional practices and lessons that connect with students’ cultural backgrounds, experiences, and interests. However, few studies on these practices address long term improvements or treatments in a higher education setting. Integration of ethnoscience in course material is a CRP strategy that utilizes cultural systems of knowledge in relation to coursework. This strategy is now an area of interest in the field of chemistry education. This study uses an action research methodology to integrate ethnochemistry into a large, multicultural, first-year general chemistry course and evaluate the impact on student attitudes towards chemistry.</p>

Les difficultés d’adaptation ou d’apprentissage (DAA) et le manque de motivation scolaire sont des facteurs de risque liés à des problématiques tel que le décrochage scolaire qui constitue un problème social majeur au Québec et ailleurs. Ce mémoire en psychopédagogie a pour but d’étudier l’influence de la motivation autodéterminée (MA) sur la réussite scolaire des élèves du 3e cycle du primaire présentant des difficultés d’adaptation ou d’apprentissage (EDAA) sous l’angle de la théorie de l’autodétermination (TAD). Nous ciblons comme objectifs spécifiques l’étude de l’état de la MA des EDAA et celui de leur réussite scolaire pour aboutir aux liens entre les deux. Notre cadre conceptuel est basé sur les dimensions de la TAD. C’est une théorie qui se marie bien avec l’approche qualitative interprétative adoptée dans cette recherche. Afin de mieux comprendre le phénomène visé par notre étude et de l’analyser dans son contexte réel, nous avons opté pour une étude de cas multiple basé sur un nombre limité de participants. Cinq EDAA du 3e cycle du primaire et leurs enseignant(e)s sont recruté(e)s dans deux écoles montréalaises afin de participer à des rencontres individuelles et répondre aux objectifs de notre étude. S’inscrivant dans une approche qualitative interprétative, notre recherche accorde une place particulière à la dimension vécue des participants et s’appuie sur leur expérience restituée par eux-mêmes lors des entrevues. Pour ce faire, des entrevues semi-dirigées sont menées auprès des participants afin de collecter des données relatives à la motivation et aux résultats scolaires des EDAA recrutés. L’étude des dossiers de ces élèves vient compléter ces données afin de répondre à notre objectif général de recherche. La collecte des données a eu lieu durant les trois derniers mois de l’année scolaire 2020-2021. En plus de mettre en avant la singularité de chaque cas en ce qui a trait à leur motivation, leurs résultats scolaires et le lien entre les deux, nos résultats de recherche ont élucidé les ressemblances et les dissemblances entre les différents cas par une comparaison inter-cas. Nous avons été en mesure d’atteindre notre objectif de recherche et nous avons dégagé les liens possibles entre la MA et les résultats des EDAA du 3e cycle du primaire. L’étude de la performance scolaire des élèves participants vis-à-vis d’eux-mêmes et de leur groupe a mis en exergue l’importance de la MA dans leur réussite scolaire. Toutefois, l’analyse des données a dégagé des éléments qui n’ont pas été ciblés dans notre étude qu’il importe de considérer dans des recherches futures. / School adjustment or learning difficulties as well as lack of academic motivation are risk factors related to issues such as school dropout, a major social problem in Quebec and elsewhere. This MA thesis in educational psychology aims to study the influence of self-determined motivation on the academic achievement of 3rd cycle primary school students, presenting adjustment or learning difficulties. The study is conducted in the perspective of self-determination theory (SDT). Our specific objectives are studying the state of self-determined motivation of this category of students as well as their academic success, in order to highlight the relations between the two. Our conceptual framework is based on the dimensions of (SDT). It is a theory that blends well with the qualitative interpretative approach adopted in this research. In order to understand better the phenomenon covered by our study and to examine it in its real context, we opted for a multiple case study based on a limited number of participants. Five students presenting adjustment or learning difficulties (primary school, 3 rd cycle, 5th or 6th class) and their teachers are recruited from two Montreal schools to participate to our research. As part of a qualitative interpretive approach, our research emphasizes particularly the participants’ perception and experience. To do so, semi-structured interviews are conducted with each participant to collect data on the motivation and educational outcomes of students presenting adjustment or learning difficulties. A review of the students’ records completed this data to meet our overall research objective. Data collection took place during the last three months of the 2020-2021 school year. In addition to highlighting the uniqueness of each case in terms of their motivation, their academic results, and the relation between the two, our research findings have elucidated the similarities and dissimilarities between the different cases by an inter-case comparison. We were able to achieve our research objective. Certainly, the study of the academic performance of the participating students vis-à-vis themselves and their group has highlighted the importance of selfdetermined motivation in the academic success of students presenting adjustment or learning difficulties in the third cycle of primary education. However, analysis of our data has identified areas that have not been identified in our study and need to be considered in future research.

Abstract in English, Afrikaans and Zulu / The fostering of self-regulation is of great importance in the Early Childhood Development (ECD) phase, because it leads to future self-discipline. The aim of the study was to understand the participants’ ways of fostering self-regulation during free play in three primary schools in Zimbabwe. The theoretical frameworks of the study, namely positive psychology and Deci and Ryan’s Self-Determination Theory (SDT), as well as the Basic Psychological Needs Theory (BPNT), regarded the learners’ support for autonomy, competence and relatedness as key characteristics of positive discipline that support the development of self-regulation. Benner’s interpretive phenomenology method was used with the aim of describing and interpreting participants’ experiences of the phenomenon under study. The social constructivism paradigm underpinned the study and the approach was qualitative. Data collection and analysis were guided by Benner’s interpretive phenomenological method. A paradigm case, themes and exemplars were used in data presentation, discussion and interpretation. Findings showed that free-play activities consisted of, for instance, socio-dramatic play, indoor play in play corners and outdoor play. The common practices used by the participants to foster self-regulation through positive discipline were co-regulation, positive reinforcement, time-out and logical consequences. Teachers and learners often perceived the teachers’ use of time-out and logical consequences as punishment rather than positive discipline, because of the rigidity of its application without considering psychosocial needs. The findings, however, were consistent with an understanding of fostering self-regulation through positive discipline during free play by nurturing the learners’ psychological needs for autonomy, competence and relatedness, as well as mindfulness. Research proposed mindfulness as a possible fourth basic psychological need. In line with the Sustainable Development Goals (SDGs) for achieving a better and sustainable future for all people by 2030, participants perceived the fostering of self-regulation through positive discipline as part of gender education for eradicating gender-based violence and to foster resilience. / Selfregulering moet in die vroeë kinderjare reeds by klein kinders gekweek word sodat hulle later in die lewe in staat sal wees om selfdissipline aan die dag te lê. Die doel van hierdie studie was om vas te stel hoe die deelnemers by drie laerskole in Zimbabwe gedurende vrye spel selfregulering by leerders gekweek het. Die drie teoretiese raamwerke waarop hierdie studie berus, is die positiewe sielkunde, Deci en Ryan se selfbeskikkingsteorie (SBT) en die teorie van basiese psigososiale behoeftes (TBSB). Hiervolgens is die bevrediging van kinders se behoefte aan outonomie, bedrewenheid (‘competence’) en verhoudings (‘relatedness’) voorvereistes vir die positiewe dissiplinering waarmee selfregulering by hulle gekweek word. Benner se metode van interpretatiewe fenomenologie is gevolg om deelnemers se belewing van die fenomeen te beskryf en te vertolk. Die sosiale konstruktivisme het die grondslag van hierdie studie gevorm, en die benadering was kwalitatief. Data is volgens Benner se metode van interpretatiewe fenomenologie ingewin en ontleed. ʼn Paradigmageval, temas en voorbeelde (‘exemplars’) is in die aanbieding, bespreking en interpretasie van data gebruik. Volgens die bevindings het vryespelaktiwiteite bestaan uit onder meer sosiaal-dramatiese spel, binnenshuise spel in speelhoekies, en buitelugspel. Die praktyke waarvolgens deelnemers selfregulering deur positiewe dissiplinering gekweek het, was onderlinge regulering, positiewe versterking, afkoeltyd en logiese gevolge. Onderwysers en leerders het afkoeltyd en logiese gevolge nie as positiewe dissiplinering nie, maar eerder as straf belewe aangesien dit streng toegepas word en nie met die kind se psigososiale behoeftes rekening hou nie. Die bevindings strook egter met ons siening van die kweek van selfregulering deur positiewe dissiplinering tydens vrye spel deur leerders se psigososiale behoefte aan outonomie, bedrewenheid (‘comptetence’), verhoudings (‘relatedness’) en bewustheid (‘mindfulness’) te bevredig. Navorsers stel bewustheid (‘mindfulness’) as ʼn vierde basiese psigososiale behoefte voor. In ooreenstemming met die Doelwitte vir Volhoubare Ontwikkeling (DVO’s) vir ʼn beter en volhoubare toekoms vir alle mense teen 2030, het deelnemers gevind dat die kweek van selfregulering deur positiewe dissiplinering deel uitmaak van genderopvoeding as teenvoeter vir geslagsgeweld, en vindingrykheid aanwakker. / Ukukhuthaza ukuzilawula kubaluleke kakhulu esigabeni sokuThuthukiswa Kwabantwana Abasebancane (i-ECD phase), ngoba kuholela ekuzikhalimeni esikhathini esizayo. Inhloso yalolu cwaningo bekuwukuqonda izindlela zababambiqhaza zokukhuthaza ukuzilawula ngesikhathi sokudlala ngokukhululeka ezikoleni ezintathu zamabanga aphansi eZimbabwe. Izinhlaka zombono wezinzululwazi zalolu cwaningo, ezaziwa ngokuthi okuhle kwengqondo kanye noMbono Wenzululwazi kaDeci noRyan Wokuzimisela (i-SDT), kanye noMbono Wenzululwazi Wezidingo Eziyisisekelo Zokuphathelene Nenggqondo (i-BPNT), zithathe ukwesekwa kwabafundi njengokuzimele, ikhono kanye nokuhlobana njengezimpawu ezisemqoka zokukwazi ukuzikhalima okuhle okusekela ukuthuthukiswa kokuzilawula. Kusetshenziswe indlela kaBenner yokuhumusha okwenzekile ngenhloso yokuchaza nokuhumusha okwenzeke kubabambiqhaza kulokho okufundwa ngako. Inqubo yokwakhiwa kwezenhlalakahle iyona esekele ucwaningo kanti futhi indlela yokwenza ibibheka amaqiniso. Ukuqoqwa kwemininingo nokuhlaziywa bekuncike endleleni kaBenner yokuhumusha okwenzekile. Kwasetshenziswa izimo semiqondo, izingqikithi kanye nezibonelo ukwethula imininingo, izingxoxo nokuhumusha. Okutholakele kukhombisile ukuthi ukudlala ngokukhululeka kubandakanya, ngokwesibonelo, ukudlala ngokulingisa ezenhlalo, ukudlala endlini emakhoneni okudlala kanye nokudlala ngaphandle. Imikhuba ejwayelekile esetshenziswa ngababambiqhaza ukukhuthaza ukuzilawula ngokusebenzisa ukukhalima okukahle kwakungukulawula ngokubambisana, ukukhuthaza okuhle, ukuqedwa komdlalo kanye nemiphumela eyenza umqondo. Othisha nabafundi babevame ukubona ukuqedwa komdlalo nemiphumela eyenza umqondo njengento esetshenziswa ngothisha njengesijeziso kunokukhalima okuhle, ngenxa yobukhuni bokusetshenziswa kwako ngaphandle kokubheka izidingo zomqondo. Okutholakele, nokho, bekuhambisana nokuqonda kokukhuthaza ukuzilawula ngokukhalima okukahle ngesikhathi sokudlala ngokukhululeka ngokunakekela izidingo zabafundi zokuphathelene nengqondo ekuzimeleni, ikhono kanye nokuhlobana, kanye nokuqaphela izinto. Ucwaningo luhlongoze ukuqaphela izinto njengesidingo sesine esiyisisekelo kokuphathelene nengqondo. Ngokuhambisanayo neziNjongo Zokuthuthukiswa Okusinokusimama (ama-SDG) ukuze kufezeke ikusasa elingcono nelinokusimama kubantu bonke ngonyaka ka- 2030, ababambiqhaza babona ukukhuthaza ukuzilawula ngokuzikhalima okukahle njengengxenye yemfundo yobulili ukuze kuncishiswe udlame oluncike ebulilini futhi kukhuthazwe ukuqina. / Psychology of Education / D. Ed. (Psychology of Education)