Science / Early learning

Scientific written productions in5th and 6th year of primary education 

Several types of written expressions for a well-thought-out scientific strategy in 5th and 6th year of primary education. General Department of Education Monitoring and Research in FWB, 2007-2009.

A flyer entitled "Scientific written productions in 5th and 6th year of primary education. Two unavoidable types of written production : schemes and tables” was elaborated and spread in schools, on the basis of a 2-year-lasting action research. The purpose of this research consisted in working on the variety of scientific written production with students of 5th and 6th year of primary education, better understanding their difficulties and the possible means to solve them. This research was founded on an active and meaningful approach of sciences for students. Some teachers, gathered in a working team, accompanied the research by testing various approaches in their classes.

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Online flyer

Contact

Publications

Giot, B. & Quittre, V. (2011). Lire et produire des schémas scientifiques à l’école primaire. Lettrure, n°1.
http://www.ablf.be/lettrure/sommaire-lettrure-1/86-lire-et-produire-des-schemas-scientifiques-a-lecole-primaire

Giot B. (2010). Enseignements tirés de deux recherches sur les activités scientifiques à l’école primaire : pistes pour la formation des enseignants. Education et Formation, e-294. 
http://ute3.umh.ac.be/revues/include/download.php?idRevue=10&idRes=85

Giot, B., Demonty I. & Quittre, V. (2009). Comprendre et utiliser l’écrit dans les activités scientifiques en 5e et 6e années primaires. Ministère de la Communauté française :
http://www.enseignement.be/index.php?page=26044&id_fiche=5388&dummy=26226

Giot B., Demonty I. & Quittre V. (2009) Différentes formes d’écrits au service d’une démarche scientifique réfléchie en 5e et 6e années primaire. Ministère de la communauté française.
http://www.enseignement.be/index.php?page=26044&id_fiche=5388&dummy=26226

Giot, B. & Quittre, V. (2008). Les tableaux à double entrée dans les écrits scientifiques des jeunes élèves. Cahiers de l’aSPe, 27-28, pp103-124.
http://orbi.ulg.ac.be/handle/2268/13232

Giot, B. & Quittre, V. (2008). Images, dessins et schémas scientifiques : comment sont-ils perçus par les enfants ? Cahiers de l’aSPe, 27-28, pp.125-150.
http://orbi.ulg.ac.be/handle/2268/13234

Giot, B. & Quittre, V. (2008). Apprendre les sciences, apprendre l’écrit : deux démarches complémentaires, Caractères, 29, pp 5-17

Promoting the girl orientation towards scientific options in secondary education 

Minister-President of government of FWB, Mr Rudy Demotte, 2008-2010.

A flyer entitled « I can do it too! » was made on the basis of the study Promoting the girl orientation towards scientific options in secondary education, funded by the Direction de l’Egalité des Chances (Direction of Equal Opportunities). The flyer describes in a few lines the situation of the gender equality in science, in secondary and higher education: the lack of young involvement in scientific careers and more specially the low presence of girls in the scientific tracks. The flyer attempts to report on the diversity of the scientific careers, and puts an end to the worn clichés (emphasized during the interviews of 2d year of secondary education students, teachers and members of psycho-medico-social centres). These clichés concern the so-called lack of usefulness of scientific careers, the length of scientific studies, low wages, difficulty of conducting occupational and family life, etc. The flyer is available for secondary education students, education actors (teachers, and members of psycho-medico-social centres, inspectors, youth association members, etc.) everywhere in FWB.

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Flyer : I can do it too ! 

Final report : Promoting the girl orientation toward scientific options in secondary education. 

Paper :

Goffin, C., Quittre, V., & Lafontaine, D. (2010). Filles et garçons face à l'orientation scientifique : stéréotypes en tout genre. In C. Gavray & A. Adriaenssens (Eds.), Une fille = un garçon ? Identifier les inégalités de genre à l'école pour mieux les combattre (pp. 103-127). Paris : L’Harmattan.
http://orbi.ulg.ac.be/handle/2268/82187

Developing students’ skills in science

Developing together with teachers educational measures contributing to training and elaboration of students’ skills. General Department of Education Monitoring and Research in FWB, 2005-2006.

The purpose of this project was to develop, together with some teachers, gathered in a working team, some educational measures fostering students’ cognitive development and the elaboration of their skills in the domain of science. It aimed at supporting the knowledge building so that they can be used in different situations, be they linked to contents or strategies. The aimed students were enrolled in the 8-10 year old cycle. During the first year of the project, the achievement building notion was thoroughly examined and action-research methodological strategies were designed (field trials and group reflections alternately). During the second year, the students’ written productions (oral or drawn) were analyzed to measure how much they contribute to their own scientific reflection development. Finally, in the 3d year, some tracks devoted to the in-service training of primary teachers were elaborated, all defined in a document entitled “Scientific activities in 3d and 4th years of primary school. Helping students to structure their knowledge”.

More info

On-line flyer

Contact

Publications

Giot B. & Quittre V. (2006). Ecrire et dessiner en éveil scientifique : un reflet des apprentissages et des potentialités des élèves. Actes du 4e Congrès des chercheurs en Education, Namur, 21 et 22 mars 2006.
http://orbi.ulg.ac.be/handle/2268/108699

Giot, B. & Quittre, V. (2006). Pourquoi et comment structurer ses acquis en sciences à l’école primaire ? Ministère de la Communauté française :
http://www.enseignement.be/index.php?page=26044&id_fiche=4610&dummy=24864

Giot, B. & Quittre, V. (2006). Comment les représentations graphiques scientifiques (images, dessins, schémas) sont-elles perçues par les enfants de 8 à 10 ans ? Actes du Colloque de l’ADMEE EUROPE, Reims, 24 et 26/10/2005.

Giot, B. & Quittre, V. (2005). Structurer ses acquis en sciences : le rôle de l’écrit. Ministère de la Communauté française :
http://orbi.ulg.ac.be/handle/2268/13228

Giot, B. & Quittre, V. (2005 et 2006). Développer avec les enseignants des dispositifs qui permettent d’intervenir de façon formative dans la construction des compétences des élèves en sciences. Rapport de recherche pour le Ministère de la Communauté française.
http://www.enseignement.be/index.php?page=26044&id_fiche=4610&dummy=24864

Giot, B. & Quittre, V. (2004). Intervenir de façon formative dans la structuration des acquis et dans la construction des compétences des élèves en sciences. Le point sur la recherche en éducation.