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Our interest is in the development of modeling activities that link knowledge in various mathematical fields and other scientific disciplines. Looking at mathematics education, research we highlight the benefits and limitations of "problem-solving" and of approaches that involve translation between the real world and mathematics. Science education seldom takes mathematics into account. Its contribution is the conception of an "empirical referent". Using epistemological studies, we highlight examples of modeling situations supported by a plurality of models and an organization of work that allows students to engage with them. To do this we adopt the theoretical framework of connected working spaces. A case study shows how students create linkages between the workspaces and the benefits of the connections on their understanding of concepts at stake. [ABSTRACT FROM AUTHOR]

Studies show that training and assistance programs for primary teachers have an impact on their sense of self-efficacy in teaching science and technology. In line with this research perspective, we studied the participation of 105 primary teachers in a particular assistance program designed to improve their sense of efficacy. In this program, the teachers are accompanied by scientific experts for a period of two years and take workshops on selected themes, the content of which is then applied in the classroom with the help of students aged 17-19 years. The results—gathered using a mixed methodology of questionnaires, open-ended questions and discussion groups—show that these teachers feel a stronger sense of efficacy and confidence in their science teaching. They also demonstrate a better understanding of conceptual content, less reliance on the school environment to teach science and technology, and a willingness to give priority to a pedagogy that is geared toward scientific experimentation. [ABSTRACT FROM AUTHOR]