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This book features 35 of the best papers from the 9th European Science Education Research Association Conference, ESERA 2011, held in Lyon, France, September 5th-9th 2011. The ESERA international conference featured some 1,200 participants from Africa, Asia, Australia, and Europe as well as North and South America offering insight into the field at the end of the first decade of the 21st century. This book presents studies that represent the current orientations of research in science education and includes studies in different educational traditions from around the world. It is organized into six parts around the three poles of science education (content, students, teachers) and their interrelations: after a general presentation of the volume (first part), the second part concerns SSI (Socio- Scientific Issues) dealing with new types of content, the third the teachers, the fourth the students, the fifth the relationships between teaching and learning, and the sixth the teaching resources and the curricula.

Since a few years, magnetic memories have been extensively studied in order to compete with already existing Random Access Memories such as DRAM. In this context, double barrier magnetic tunnel junctions may have significant assets in terms of reading speed and electrical consumption. In fact, we demonstrated that spin transfer torque is enhanced when polarizers magnetizations are antiparallel, thus yielding a decrease of the writing current. On the contrary, when polarizers are parallel, spin transfer torque is drastically shrinked, thus allowing fast reading of the storage layer state at a voltage as large as the writing voltage. Moreover, we proposed an analysis method to characterize both tunnel barriers by full-sheet electrical measurements, leading to considerable gain of time in material developpement., Afin de concurrencer les mémoires à accès aléatoire de type DRAM actuellement sur le marché, les mémoires magnétiques ont depuis quelques années fait l'objet de nombreuses études afin de les rendre aussi performantes que possible. Dans ce contexte, les jonctions tunnel magnétiques à double barrière pourraient présenter des avantages significatifs en termes de vitesse de lecture et de consommation électrique. Nous avons en effet fait la démonstration que les structures à double barrière permettent, pour une configuration antiparallèle des aimantations des polariseurs, d'accroître les effets de transfert de spin assurant ainsi des courants d'écriture faibles. Dans la configuration parallèle des polariseurs, le phénomène est inversé et le couple par transfert de spin résultant est considérablement réduit. Cela permettrait de lire l'information plus rapidement en utilisant des tensions du même ordre de grandeurs que celles utilisées pour l'écriture. Nous avons par ailleurs proposé une méthode d'analyse permettant de caractériser les deux barrières tunnel par des mesures électriques en pleine plaque, ce qui facilite le développement des matériaux et atteste des propriétés électriques attendues avant nanofabrication.

Le mythe de la guêpe maçonne, et nos réactions à son égard, illustrent les contradictions logiques à l'origine des observations et interprétations et montrent ainsi les limites des observations et interprétations scientifiques, telles que celles qui sont proposées à nos élèves, et qui diffèrent si peu de ce que nous critiquons dans le fonctionnement du mythe. L'interaction entre nos représentations sociales et nos capacités et difficultés à observer et interpréter est soulignée. The myth of the bricklayer wasp and our reactions to it, illustrate the logical contradictions which are at the basis of observations and interpretations, and thereby show the limits of scientific observations and interpretations, such as those which are proposed to our students, and which differ so very little from precisely that which we downgrade in the functioning of a myth. The interaction between society's way of representing reality and one's abilities and difficulties in observing is here interpreted and underscored.

This ebook contains fourteen parts according to the strands of the ESERA 2011 conference. Each part is co-edited by one or two persons, most of them were strand chairs. All papers in this ebook correspond to accepted communications during the ESERA conference that were reviewed by two referees. Moreover the co-editors carried out a global reviewing of the papers., ESERA - European Science Education Research Association

International audience

O projecto europeu de investigação “Biology, Health and Environmental education for better citizenship” (Biohead-Citizen) tem como objectivo compreender como o ensino da Biologia, da Educação para a Saúde e da Educação Ambiental podem promover uma melhor cidadania, através da análise de eventuais diferenças entre 19 países (13 europeus e 6 não europeus), associando-os a parâmetros controlados. Foram definidos seis temas para análise: “Cérebro Humano”, “Genética Humana”, “Evolução e Origem Humana”, “Reprodução Humana e Educação Sexual”, “Educação para a Saúde” e “Ecologia e Educação Ambiental”. Neste artigo descrevemos a construção e validação dos instrumentos de recolha de dados que foram aplicados nos 19 países envolvidos no projecto: grelhas de análise para aplicação em manuais escolares do ensino primário e secundário (5/6 a 17/18 anos de idade); e o questionário para preenchimento por professores e futuros professores do ensino primário e secundário (estes de Biologia e de Língua Nacional). Apresentamos parte dos primeiros resultados sobre o tema “Evolução” para exemplificar a análise desenvolvida nos manuais escolares dos diversos países e nas concepções dos respondentes ao questionário, dos mesmos países. Mostramos as potencialidades que a análise estatística fornece para a correlação das concepções dos respondentes com parâmetros controlados como o país, a religião e a formação académica. Os desafios emergentes das interacções entre os conhecimentos científicos, os valores e os contextos sócio-culturais são discutidos., The European research project “Biology, Health and Environmental Education for better Citizenship” (BIOHEAD-CITIZEN; CIT2-CT2004-506015) aims to understand how Biology, Health and Environmental Education can promote a better citizenship, by analysing potential differences in 19 countries (13 European countries and 6 non European countries) and associating them to controlled parameters. In this project, six hot topics for analysis were defined: “Evolution and Human Origin”, “Human Reproduction and Sex Education”, “Health Education”, “Ecology and Environmental Education”, “Human Genetics” and “Human Brain”. In this paper we present the aims of this project and describe the construction and validation of the research instruments that were applied in the 19 countries involved in the project: grids to be applied in primary and secondary school textbooks (5/6 to 17/18 years old students); and the questionnaire to be filled by teachers and future teachers of Primary school and secondary school (the latter comprising Biology and National Language teachers). To exemplify, we present not only some results about the several countries textbook analysis on “Human Evolution” but also a part of the analysis of teachers’ and future teachers’ conceptions on the same topic. We also show the potentialities of the statistical analysis that we used for the correlation of responders with controlled parameter sucha as the country, the religion and the academic training. Challenges of this interaction between the taught scientific knowledge, values and socio-cultural contexts will be discussed., European Project FP6 Biohead-Citizen CIT2-CT-2004-506015., Fundação para a Ciência e a Tecnologia (FCT) - LIBEC/CIFPEC - Unidade de Investigação 16/644.

RÉSUMÉ. Ces dix dernières années, internet a significativement changé. Le principal change- ment est certainement le contenu proposé, que ce soit dans sa quantité, sa diversité ou encore le média utilisé pour le présenter. Concernant le média audio/video, l'évolution la plus im- pressionnante est le succès continuellement grandissant des sites de partage de vidéos. Mais ce succès entraîne des diffcultés à indexer efficacement le contenu de ces documents. La segmenta- tion et le regroupement en locuteurs (speaker diarization) est une tâche importante s'inscrivant dans ce processus. Ce papier décrit la base de données audio/video, construite spécialement pour la speaker diarization, basée sur différents genres vidéo. Au travers d'expériences préli- minaires, ce papier met en évidence les difficultés rencontrées pour cette tâche dans ce contexte, difficultés principalement dûes à l'hétérogénité de la base de données.

International audience

We analyze the conceptions of 4248 teachers on Environment and GMO (Genetically Modified Organisms), in 12 European countries: Cyprus, Estonia, Finland, France, Germany, Hungary, Italy, Lithuania, Malta, Poland, Portugal, Romania. Most of the differences between teachers' conceptions are observed inside each country. Some of them (related to preservation or utilization of Environment) significantly differentiate the 12 countries. Biology teachers have more knowledge on GMO and more opinions pro- GMO than their colleagues. Female teachers are significantly more anti-GMO than their male colleagues. More a teacher studied at University, more he or she thinks that the resources of our planet are limited., peer-reviewed

International audience; Biologiste durant le début de ma carrière universitaire, je me suis progressivement intéressé à la didactique de la biologie, pour finalement lui consacrer l’essentiel de mon temps.Cette discipline, comme toute didactique, étudie les processus de transmission et d’appropriation de connaissances dans le domaine qu’elle concerne, ici la biologie. Comme le schématise la figure 1, elle peut être située à l’intersection de trois grands champs disciplinaires:- celui des connaissances concernées, la biologie en l’occurrence, incluant leur histoire et épistémologie (l’origine et les limites de ces connaissances);- celui de l’appropriation individuelle de ces connaissances, champ qui inclue nombre de disciplines qui étudient les apprentissages, dont les sciences du langage et celles de la cognition;- celui de la dimension sociale de ces connaissances et de leur apprentissage, recouvrant là encore bien des dimensions, de la sociologie à la politique en passant par l’économie, le droit, l’éthique, etc.

Os professores desempenham um papel crucial na implementação de práticas de Educação para a Saúde (ES) em meio escolar. Neste âmbito, temos vindo a coordenar um projecto de investigação europeu “Biohead-Citizen” (Carvalho et al., 2004) em que, procuramos analisar as eventuais diferenças nas concepções de professores e futuros professores (P+fP) e 16 países sobre ES. Para tal construímos e validámos um questionário que foi aplicado a 6379 P+fP do ensino primário (P), de Biologia (B) e de Língua nacional (L) dos diferentes países. Demos especial atenção à análise das concepções dos P+fP sobre a ES e às suas perspectivas no âmbito do Modelo Biomédico e da Promoção da Saúde. A análise estatística multivariada permitiu caracterizar os grupos de indivíduos em função do país, da religião e da experiência profissional, tendo o primeiro factor sido aquele que mais distinguiu os P+fP questionados., European Project FP6 “Biohead-Citizen” CIT2-CT-2004-506015, Fundação para a Ciência e a Tecnologia (FCT) - LIBEC/CIFPEC - unidade de investigação 16/644

The renewed creationist movements are currently seen as a threat for science teaching in the world What is their impact on teachers' conceptions? We present here the results of a first large survey on this question, analysing teachers' conceptions in 14 countries (5 in Africa, 1 in Middle East and 9 in Europe). The total sample is composed of 5700 teachers (partly in-service, partly pre-service) of primary and secondary schools; 1846 of these teachers have biological training, 1787 have language training and 2077 have training to teach in primary school. We used a questionnaire including personal information and 15 questions on Evolution. The results show high significant differences between countries, religions, ageing, gender and level of instruction. This latter effect suggests the need for increasing the level of teachers’ training in order to overcome the current increasing creationist movements., European Project FP6 “Biohead-Citizen” CIT2-CT-2004-506015, Fundação para a Ciência e a Tecnologia (FCT) - LIBEC/CIFPEC - unidade de investigação 16/644

The purpose of this research was to identify primary school teachers’ conceptions about sex education in classroom. More precisely, in this paper we analyse teachers’ perceptions of children’s behaviour concerned with sexuality arousal, teachers’ perceptions of their specific training needs to teach sexuality topics and the influent factors in these conceptions. The research was developed in three steps: a questionnaire was carried out and applied to a sample of 486 individuals; a debate was organized between four teachers, being two favourable to sex education and the other ones not favourable; five focus groups were realized with a total of 19 participants. The questionnaire data were statistically analysed. Content analysis of debate and focus groups transcripts was carried out by using the pivot terms method, in order to identify conceptions categories and argumentation. The questionnaire results show that the most frequent children’s behaviours noticed by teachers are: talking about boy/girlfriends; touching colleagues and drawing genital organs; observing colleagues in the toilets; manipulation of pornographic reviews and to have knowledge that children assist to pornographic movies. Teachers’ training needs are essentially concerned with: scientific knowledge to teach what is necessary; to prepare them to answer to children’s unpredictable questions; to prepare them to develop values awareness; to help them to identify and solve children’s sexual abuse; training in articulation with sex education processes at school; and training to deal with these topics with parents. In the focus groups teachers reported several situations of children sexual behaviour at school and specified training needs, not only for them but also for parents. The most influent factors were shown to be the frequency of training courses, to have children, gender, age and time of career, academic qualifications, area of residence, area of work, marital status and religious practice., European project FP6 “Biohead-Citizen” CIT2-CT-2004-506015. LIBEC/CIFPEC - unidade de investigação 16/644 da FCT.

School-based education programmes are particularly good at providing information and opportunities for skills development and attitude clarification in more formal ways, through lessons within a curriculum. To public health, school sex education is nowadays an important public health issue as it concerns not only youth AIDS prevention (and other sexually transmitted infections) and adolescent pregnancy prevention but also interpersonal relationships and psychosocial issues. So it’s very important to well know the obstacles to sexuality education’s implementation. Therefore school sex education contributes to promote better citizenship. Various researches show the importance of social representations on teachers’ individual conceptions and practices. In this communication we analyse teachers’ and future teachers’ conceptions about sex education by using a questionnaire from 12 countries of Europe, Africa and Middle East, focusing on differences in conceptions related to controlled parameters (e.g. social context, religion, gender). It was applied to 5189 teachers and future teachers and we used standard statistical multivariate methods to investigate the structure of this complex dataset. The results show that teachers’ conceptions and future teachers’ conceptions clearly correlate to social representations linked to the countries’ culture, to religion, and in individual conceptions, especially to the level of belief in God and the level of religious practices. It was also found that the level of teaching (primary versus secondary school) and the training level correlate to individual conceptions on sex education. Detailed results will be presented and discussed at the meeting and we will conclude on their incidence on teacher’s training program., European Project FP6 “Biohead-Citizen” CIT2-CT-2004-506015, Fundação para a Ciência e a Tecnologia (FCT) - LIBEC/CIFPEC - unidade de investigação 16/644

One of the major objectives of the European FP6 BIOHEAD-CITIZEN project on “Biology Health and Environmental education for better citizenship” (STREP, CIT2-CT2004-506015, Carvalho et al. 2004) is to analyse the potential differences between countries by associating teachers’ and future teachers’ conceptions to controlled parameters, such as level of training, religion, political view and the broad socio-cultural context. A questionnaire was constructed with the participation of all Biohead-Citizen project research teams. The original English version was translated into each national language and after validation of the translation it was pre-tested before implementation in each country. A total of 6379 teachers and future teachers responded to the questionnaire. They were from 16 countries (of the 19 composing the Biohead-Citizen consortium) from Europe (West to East: Portugal, France, Italy, Malta, Germany, Poland, Hungary, Romania, Lithuania, Estonia, Finland, Cyprus), from Africa (West to East: Senegal, Morocco, Tunisia) and from the Middle East (Lebanon). Statistical multivariate methods to investigate complex data featuring the conceptions of many individuals were used. Results showed that the countries, rather than religion, have great effect on teachers and future teachers’ views conceptions on biomedical model or the health promotion approach. Furthermore primary school teachers (P), both in-service (InP) and pre-service (PreP), are more associated to the health promotion view than all the secondary school teachers: in-service Biology (InB), in-service Language (inL), pre-service Language (PreL) and pre-service Biology (PreB) teachers. Pre-teachers consider that health education should be taught at school, not only by the families, and that teachers should be obliged to teach even if they do not feel confident in doing it whereas teachers with teaching experience are more defensive in this respect, assuming exactly the opposite. In addition, the co-inertia analysis allows highlighting the correlations between differences in health education conceptions and the differences on political views., European Project FP6 “Biohead-Citizen” CIT2-CT-2004-506015, Fundação para a Ciência e a Tecnologia (FCT) - LIBEC/CIFPEC - unidade de investigação 16/644

Classically, health education has provided mainly factual knowledge about diseases and their prevention. This educational approach is within the so called Biomedical Model (BM). It is based on pathologic (Pa), curative (Cu) and preventive (Pr) conceptions of health. In contrast, the Health Promotion (HP) approach of health education intends to improve health by promoting healthy habits (He) and by developing empowerment (Ep) for a healthy decision-making with regard to environmental (Ev) challenges. The aim of the present study focused on a comparison of the emphasis on either model (BM or HP) as it is presented by textbooks from 16 countries. Each country team analysed the textbooks that are more frequently used at each educational level. Text and image analysis identified that some countries, such as France and Italy, as more associated with the Biomedical Model, whereas Germany, Mozambique and Finland were more linked to the Health Promotion approach. Data organised for four pupils’ age groups (6-9, 10-12, 13-15, 16-18 years old) showed that text and images of the same textbooks gave similar results in terms of following either the BM or HP model, and showed different indicators of consistency (Pa, Cu, Pr for BM; and He, Ep, Ev for HP). Furthermore, although the analyses might be, to a certain extent, subjective (depending on the researcher), it was shown to be very reliable, since all countries, whose textbooks were analysed for the 4 age groups or only the 3 age groups, showed a similar tendency of evolving from a HP (early ages) to a BM approach (elder ages). The interesting finding that the younger pupils’ textbooks were more associated with the Health Promotion pole, whereas the older pupils’ textbooks were consistent with the Biomedical Model pole seems to be a matter of further and deep investigation., LIBEC/CIFPEC - unidade de investigação 16/644 da FCT, European project FP6 Biohead-Citizen CIT2-CT-2004-506015, Projecto da FCT “Análise de manuais escolares” (PTDC/CED/65224/2006)

Genetic concepts have significantly evolved over the last ten years, and are now less connected to innate ideas and reductionism. Unique reference to genetic determinism has been replaced by the interaction between the genes and their environment (epigenetics). Our analyses relating to how current school biology textbooks present this new paradigm in 16 different countries (12 from Europe and Tunisia, Morocco, Senegal, and Lebanon). Two precise criteria were used to analyse and compare the chapters dealing with the topic Human Genetics. The first criterion is the occurrence of the expression "genetic program" (which is typical of innate values). This is present in some countries but totally missing in some others. The existing differences seem to support the following: (i) in Eastern European countries, the absence is long-standing, and it is possibly linked to a previous influence of Lyssenko, (ii) in some other countries, the absence could be linked to various reactions during the Nazi period, (iii) in other cases, the observed diminution might be due to a modernisation of the scientific content, and, finally, (iv) in several countries, the notion of "genetic program" is still present, without any attempt for change. In contrast, there were no differences between countries with relation to the second criterion, that is, the twins’ pictures present in the textbooks. The monozygotic twins are always dressed identically and have the same hairstyle and body posture, as if these features could be genetically determined, providing thus evidence of a persistent implicit deterministic ideology. These results are discussed as interactions between implicit values and taught scientific knowledge., LIBEC/CIFPEC - unidade de investigação 16/644 da FCT, European project FP6 Biohead-Citizen CIT2-CT-2004-506015, Projecto da FCT “Análise de manuais escolares” (PTDC/CED/65224/2006)

In the human brain, the neuronal pathways are networks which support our learning, memory and thought, and which work with permanent feedbacks. However, only 19 % of illustrations of these neuronal pathways, in the 55 analysed school textbooks coming from 15 countries, were showing feedbacks. The neuronal pathways related to movements were generally introduced by linear spinal cord reflexes, and sometimes mostly reduced to reflexes. In consequence, in most countries, the scientific knowledge taught with these images of neuronal pathways was linked with an implicit ideology: a clear behaviourism associated with reductionism, and even sometimes with innatism or spiritualism. Two thirds of the few images with feedbacks were related to vegetative functions: the neuro-hormonal control of female and male reproduction, and of heart and breathing rhythms. Nevertheless, even for these vegetative controls there was not any feedback in several of the 55 analysed textbooks. Only in three countries, the double innervation (gamma and alpha) of striated muscles, with the regulatory function of the neuro-muscular spindle, was illustrated, with only one image in each of the three corresponding textbooks. Few images illustrated neuronal pathways in the brain, and only exceptionally as the neuronal networks (with feedbacks) which are the supports of our memory and of our thought. The persistence of the same kind of images in school textbooks of these contrasted countries suggest that the conceptions of human brain are less linked to national socio-cultural contexts rather than to international dominant ideologies., LIBEC/CIFPEC - unidade de investigação 16/644 da FCT, European project FP6 Biohead-Citizen CIT2-CT-2004-506015, Projecto da FCT “Análise de manuais escolares” (PTDC/CED/65224/2006)

Our study focused on two topics, Sexually Transmitted Infections (STIs) and the control of STIs using condoms. For this, we analysed and compared 42 school textbooks from 16 countries on the general topic “Human Reproduction and Sex Education” using a specific grid designed by the BIOHEAD-CITIZEN project. Acquired Immune Deficiency Syndrome (AIDS) was a common topic in all the textbooks that were analysed, although it appeared in quite different chapters, such as, Human Procreation (the control of reproduction, the hygiene of reproduction, or in chapters devoted to STIs and AIDS), Immunology (with AIDS as an example of immune deficiency), and Personal Protection. Some textbooks provided information about other STIs in addition to AIDS. There appeared important differences among countries concerning both the number of images in the textbooks and the number of STIs that were discussed in the textbooks. There were also differences among various textbooks addressing the same educational level that came from different publishers in terms of the way that STIs were presented. More than half of the analysed textbooks did not link the presentation of STIs with their prevention via the use of condoms, and only a few textbooks illustrate an unrolled male condom on the penis. Our results also indicated that (i) for most of the analysed biology textbooks there was a preference for the biomedical model of health education that provided sufficient scientific knowledge, (ii) only in Finland there was an attempt for health promotion of competencies relating to a healthy sexual behaviour, and (iii) the textbooks from Morocco and Tunisia illustrated how traditional values could be promoted in parallel with biomedical knowledge by using injunctive moral content. Interactions between scientific knowledge (K), values (V), and social practices (P) had been found and seemed to determine what was present (and how) or absent in school textbooks., LIBEC/CIFPEC - Unidade de investigação 16/644 da FCT., European project FP6 Biohead-Citizen CIT2-CT-2004-506015., Fundação para a Ciência e a Tecnologia (FCT) - “Análise de manuais escolares” (PTDC/CED/65224/2006).

Knowledge about ecology and environmental education (EE) constitutes a basic tool for promoting a sustainable future, and was a target area of the BIOHEAD-Citizen Project. School textbooks were considered as representative sources of evidence in terms of ecology and environmental education (EE), and were used for comparison among the countries participating in BIOHEAD-Citizen Project. The main goal of the analysis was to highlight the implicit and explicit values conveyed both by images and text in the respective textbooks from each country. This paper presents the theoretical background that guided the process of designing and development of several grids that were then used for analyzing samples of textbooks from 19 different countries. The paper also provides brief information indicating how EE is contextualized within each participating country's curriculum.

This research intends to identify primary school teachers’ conceptions and obstacles to teach sex education, more precisely, teachers’ opinions and perceptions of difficulties, fears and supports and the contextual factors that can influence their conceptions. The research starting point was the construction and validation of the questionnaire. This instrument was applied to a large sample with 486 primary school teachers from the northern region of Portugal. A database was constructed and statistical tests were applied. Results suggest that: teachers are little favourable to sex education in primary school; the most difficult area to teach is the expressions of sexuality; the most difficult topics to approach are related to sexual pleasure; teachers prefer the participation of parents, health professionals and psychologists; the reactions and mentalities of parents and conservative milieu are the strongest fears; teachers consider colleagues, school director and school group president supporting them; the teachers’ training expressed needs are scientific knowledge, to help them to respond easily to children's unpredictable questions and to prepare them to develop values awareness. The factors which reflect the strongest influence on teachers’ conceptions are: academic qualifications, gender, training courses, religious practice, time of career, area of work, and to have children., LIBEC/CIFPEC - Unidade de investigação 16/644 da FCT., European project FP6 Biohead-Citizen CIT2-CT-2004-506015.

School is an important setting for health education and health promotion, and it has been recognised that teachers’ conceptions play a crucial role for the effective implementation of school health education. With the European FP6 Biohead-Citizen project on “Biology Health and Environmental education for better citizenship” we analysed the potential differences between several countries by associating teachers’ and future teachers’ conceptions to controlled parameters, such as level of training, religion, political view. A questionnaire was constructed during the first year of the project, and following a pilot test, the final questionnaire was applied to 6379 teachers and future teachers. We then used well-suited statistical multivariate methods to investigate complex data featuring the conceptions of many individuals, according to many topics. We show that a prominent source of variation in teachers’ conceptions is related to countries, and further suggest that there are differences in two kinds of conceptions: a) individual health responsibilities and abilities; b) social policies. Religion, academic level or training had also an impact in teachers’ conceptions of health education. Another important feature is the gap between what teachers and future teachers say about their own health and what they say it should be taught in school. Results are then discussed., LIBEC/CIFPEC - unidade de investigação 16/644 da FCT., European project FP6 Biohead-Citizen CIT2-CT-2004-506015.

Ce travail analyse les réponses d’enseignants et futurs enseignants de 12 pays, choisis à cause de leurs contextes socio-économiques et culturels contrastés, à des questions ayant trait à l’Éducation à la Santé et à la Sexualité. Notre objectif est d'identifier en quoi ces conceptions varient, d'un pays à un autre, mais aussi au sein de chaque pays. Plusieurs analyses en composantes principales sont menées sur l’ensemble des variables « Éducation à la Santé et à la Sexualité » ainsi que sur l’ensemble des variables « Pratiques d’enseignement ». C'est surtout en fonction de représentations sociales et de valeurs que se différencient les réponses des personnes interrogées. Ce sont les valeurs et représentations relatives à l'Éducation à la Sexualité qui différencient le plus les pays, avec des positions plus traditionnelles, opposées à l'introduction de thèmes importants de cette éducation, dans les pays non européens. De plus, les conceptions relatives aux pratiques d'enseignement diffèrent significativement d'un pays à un autre, ainsi que d'une catégorie d'échantillon à une autre., LIBEC/CIFPEC - unidade de investigação 16/644 da FCT. ., European project FP6 Biohead-Citizen CIT2-CT-2004-506015

The FP6 European project Biohea-Citizen involves 19 countries and intends to compare syllabuses and textbooks as well as pre-service and in-service teachers’ conceptions (systems of values as well as scientific knowledge). In this work we describe the collective construction process of the grids for textbook analysis, their validation and application in textbooks and we give exemplificative results obtained by the project consortium. Similarly, we present the methodology used for the questionnaire construction, including its translation into all countries languages and the methods for the translation validation as well as the pilot test used for analysing questions reliability and identifying the discriminating ones by using a MCA (Multiple Components Analysis), in order to produce the final questionnaire to be applied in all countries of the Biohead-Citizen project., LIBEC/CIFPEC - unidade de investigação 16/644 da FCT., European project FP6 Biohead-Citizen CIT2-CT-2004-506015.

This workshop intends to discuss how a large international questionnaire should be constructed to be applied in several countries with different cultural background and languages. We will present and discuss the methodology used in our European research project Biohead-Citizen to analyse the conceptions of in-service and pre-service teachers in 18 countries concerning biological, health and environmental issues. We will work on some specific examples coming from this project. The several steps of the questionnaire construction – which will be the bases for the discussion in the workshop – are the following: - A clear definition of the goals of the research and of the theoretical background; - Gathering questions (in English) related to the goals, either tested in prior research or entirely new. Collective discussion on these questions; - Questionnaire translation (from English) in each country and, very important, validation of the translations, using procedures that we will present and test during the workshop; - Teachers' interviews to identify difficulties related to particular questions; - Questionnaire pilot test to analyse the reliability of each question (two tests on the same sample groups a month apart); - Application of statistical methods (MCA and PCA) for the selection of the most discriminating questions and the most pertinent ways to analyse data; - Improvement of the initial questionnaire to prepare the final questionnaire; - Definition of the sample groups and delineation of the precise context and way to apply the questionnaire; - Finally, gathering all the data and their analysis: Some of them will be used and discussed. Each step will be a matter of discussion to raise awareness of the difficulties in this process and to find out alternatives also reliable for the construction and application of a questionnaire to a variety of cultural contexts., European project FP6 Biohead-Citizen CIT2-CT-2004-506015., LIBEC/CIFPEC - unidade de investigação (16/644) da FCT.

We found earlier that Portuguese primary school pupils and teachers (in contrast to French ones) show difficulties in three main concepts of digestion processes: sequence of the digestive track representation; absence of blood absorption and lack of relationship between digestive, circulatory and urinary systems. In this study we analysed 63 Portuguese primary schoolbooks (1920-2005), focused on: - Text information – reference to blood absorption and association of the digestive system to other human systems; - Images information – presence or absence of image “confusion” (when the sequence of the digestive tract is not presented in a clear way), blood absorption representation and association of the digestive system to other human systems. Results showed that, in general, the text of primary school textbooks (i) refers the nutrients absorption into the blood, (ii) but mentions scarcely the association of the digestive function with the other human functions. The images of the digestive apparatus (i) always present “confusion”, (ii) rarely refer to absorption of nutrients into the blood, and (iii) never associate the digestive apparatus with other human systems. A brief comparison with French textbooks showed that they present more straight representations of the digestive tract sequence (no “confusion”) and generally do not relate it to blood circulation. Since other studies have also showed that French pupils and teachers usually do not draw this “confusion” and do not associate the digestion process to blood absorption, our results suggest that inadequate images of textbooks may be didactical obstacles to accurate learning., European project FP6 Biohead-Citizen CIT2-CT-2004-506015., Fundação para a Ciência e a Tecnologia (FCT) - LIBEC/CIFPEC - unidade de investigação (16/644)

Classically, Health Education has been based in the Biomedical Model (BM) of Health, where the pathologic, Curative and Preventive conceptions are its main pillars. The more recent approach of Health Promotion (HP) looks for identification of Healthy habits, develop empowerment for healthy decision-making towards environmental challenges. The aim of the present study was to compare the emphases on either model (BM or HP) given by textbooks on the topic of Health Education of 14 countries. Results showed that the countries with higher percentage of BM approach were France (99.2%), Malta (98.5%) and Italy (91.0%) whereas the countries showing more tendency for the HP approach were Germany (64.6%), Morocco (51.0%) and Finland (50.1%)., European project FP6 Biohead-Citizen CIT2-CT-2004-506015., Fundação para a Ciência e a Tecnologia (FCT) - LIBEC/CIFPEC - unidade de investigação (16/644).

In the human brain, the neuronal pathways are networks (which support learning) and work with permanent regulations (feedbacks). However, less than ¼ of illustrations in the analysed school textbooks of 15 countries is showing such regulations. Half of them are concerning the neuro-hormonal control of the reproduction; some are related to the control of the heart rhythm or breathing. Only in some countries the double innervations (gamma and alpha) of striated muscle is taught, and only a few countries are illustrating the neuronal networks in the brain. Most of these teachings are strongly under the influence of behaviourism., European project FP6 Biohead-Citizen CIT2-CT-2004-506015., Fundação para a Ciência e Tecnologia (FCT) - LIBEC/CIFPEC - Unidade de investigação (16/644).

We present a comparative analysis in textbooks of different 15 countries on the topic “Human Reproduction and Sex Education” by using a specific grid of analysis. The focus is on two sub-topics associated to pupils’ development of responsible behaviour: the control of reproduction (e.g. choice of contraception) and the Sexually Transmitted Diseases (STDs). AIDS is presented in all textbooks analysed. Some countries, but not all, give also information about other STDs. We analysed condom images and how textbooks refer to the way of using it. Results show differences not only between countries but also between publishers of the same country., European project FP6 Biohead-Citizen CIT2-CT-2004-506015., Fundação para a Ciência e Tecnologia - LIBEC/CIFPEC - Unidade de investigação (16/644).

Classically, Health Education has been based on the Biomedical Model (BM) of health, where the pathologic, curative and preventive conceptions are the main pillars. The more recent approach of Health Promotion (HP) looks for identification of healthy habits and for developing personal empowerment for healthy decision-making towards environmental challenges. The aim of the present study was to compare the emphases on either model (BM or HP) given by textbooks on the topic of Health Education of 16 countries. A total of 71 primary and secondary textbooks on the topic health education were analysed. A specific constructed grid was used for the textbook analysis. Text and image analysis of all countries textbooks allocated France, Malta and Italy to the BM pole whereas other countries such as Germany, Mozambique and Finland were preferentially linked to a HP approach., European project FP6 Biohead-Citizen CIT2-CT-2004-506015., LIBEC/CIFPEC - unidade de investigação (16/644) da FCT.

La question essentielle de cette recherche est celle de la fabrication de la ville à grande échelle et en particulier des relation et des articulations entre les formes architecturales et urbaines. Sur trois sites ont été analysés la dimension territoriale, un espace partagé, la verticalisation du paysage urbain et une nouvelle géographie urbaine

Le défi du présent travail est de définir une méthodologie didactique pour une analyse critique de manuels scolaires. L'objectif de cette analyse critique est d'améliorer la formation citoyenne des jeunes, tant par l'efficacité de leur éducation scientifique que par leur sensibilisation aux valeurs citoyennes et à des pratiques sociales fondées sur ces connaissances scientifiques et ces valeurs. Nous travaillons principalement dans le domaine de la biologie, de la santé et de l'environnement , mais le cadre théorique et méthodologique que nous proposons ici peut être adapté à toute discipline scolaire et plus précisément à tout thème enseigné. Notre point de vue est résolument didactique, c'est à dire que nos analyses (et donc nos instruments) sont centrés sur des contenus et objectifs précis, relatifs à un enseignement disciplinaire et même à des thèmes précis au sein de cette discipline. Cette spécificité didactique constitue une méthodologie originale et générale, dont nous voulons montrer ici qu'elle est fort heuristique. L'originalité didactique est dans la réalisation de grilles spécifiques à la fois aux contenus analysés et aux objectifs de cette analyse. Une grille ainsi élaborée n'est donc pas utilisable telle quelle pour un autre contenu, ni pour le même contenu analysé avec d'autres objectifs. C'est la démarche de l'ensemble de cette méthodologie qui est généralisable. Ce faisant, nous utilisons bien sûr des concepts, méthodes, instruments tissés dans des disciplines telles que la sémiologie, la linguistique, la psychologie, la sociologie, les sciences de l'éducation, etc. Mais nous les instrumentalisons au service d'une approche didactique focalisée sur des contenus et objectifs précis. Nous allons dans un premier temps définir le contexte théorique sur lequel nous nous appuyons pour mener à bien ces recherches, contexte enraciné dans la Didactique des disciplines tout en proposant des éclairages nouveaux. Nous préciserons ensuite la problématique et les enjeux de notre recherche. Nous présenterons alors notre méthodologie en l'illustrant par une des grilles que nous avons élaborée sur un exemple précis, et en indiquant les premiers résultats obtenus en l'utilisant pour analyser des manuels scolaires français., European project FP6 Biohead-Citizen CIT2-CT-2004-506015., Fundação para a Ciência e Tecnologia - LIBEC/CIFPEC - Unidade de Investigação (16/644).

Genetic concepts have been strongly evolved during these last ten years, and have been found less connected to reductionist or hereditarist values. The aim of the specific research was to analyze and identify if the current school textbooks of biology ensue this progress, in the way the topic “human genetics” is taught in the textbooks of 15 different countries. Results show that the notion of the genetic program remained central in some countries, while it fades behind the notion of genetic information in some others. In addition, almost all the twins’ pictures demonstrate the following pattern: they are identically dressed and they have the same hairstyle, which gives evidence of a strong obstinacy of a determinist reductionist ideology., European project FP6 Biohead-Citizen CIT2-CT-2004-506015., Fundação para a Ciência e Tecnologia - LIBEC/CIFPEC - Unidade de investigação (16/644).

We present a comparative analysis in textbooks of different 17 countries on the topic “Human Reproduction and Sex Education” by using a specific constructed grid of analysis. The focus is on two sub-topics associated to pupils’ development of responsible behaviour: the control of reproduction and the Sexually Transmitted Diseases (STDs).. Results showed important differences from one country to an other, even if AIDS is presented in all textbooks analysed. Some countries textbooks, but not all, give also information about other STDs. Special attention was given to condom images and how textbooks refer to the way of using it., European project FP6 Biohead-Citizen CIT2-CT-2004-506015., LIBEC/CIFPEC - unidade de investigação (16/644) da FCT.

Health and environmental education in Finnish schools is guided firstly by the national core curriculum and secondly by the individual curricula in each school. However, teaching practices are influenced to some extent also by teachers’ own conceptions and systems of values. The aim of the study was to examine Finnish pre- and in-service teachers’ conceptions, values and experiences concerning health and environmental education. Respondents (n=312) comprised of pre-service teachers (52 %), in-service teachers (37 %), and other teachers and students in Biology, Home Economics, and Finnish language (11 %). Respondents regarded health and environmental education important. Their principal goal in education was rather to have an effect on pupils’ behaviour than to provide scientific knowledge of health. Constant lack of time as well as inadequate training and material were most often cited as obstacles in teaching health education. Teachers in general had a positive attitude towards environment, although biologists seemed more environmentally-oriented compared to other teachers., European project FP6 “Biohead-Citizen” CIT2-CT-2004-506015. CIFPEC - unidade de investigação 644 da FCT. Finnish National Board of Education, National Core Curriculum for Basic Education, Opetushallitus, Vammala, Finland.

Teaching of health and environmental knowledge in Finnish schools is guided by the national core curriculum and school curriculum. However, teaching practices are influenced to some extent also by teachers’ own conceptions and systems of values. The aim of the study was to survey Finnish pre- and in-service teachers’ conceptions concerning teaching of health and environmental knowledge as well as their attitudes and values related to environment. Teach-ers (n=312) appreciate and see their value at school in improving pupils’ behaviour. However, they point to a consistent lack of time or/and inadequate training. Teachers in general own positive attitudes towards the nature, although biologists seem to be more nature-centred compared to other teachers., European project FP6 “Biohead-Citizen” CIT2-CT-2004-506015., LIBEC/CIFPEC - Unidade de investigação 16/644 da FCT.

GRAAL is an application system designed to manage the French universities research labs, and to describe their staff, financial means, and scientific activities. Indicators are displayed from a data mart, made by periodic extractions from the operational data base. GRAAL is web-based software, integrated with the Information Systems of the institutions, and linked through “web services” to the national research bodies (Ministry, National Agencies for Research), and to the HAL (Hyper Article on Line) system.

L’objectif de ce travail de recherche est d’identifier les difficultés des enseignants du primaire pour assurer, au Portugal, leur mission d’éducation sexuelle. Les directives ministérielles veulent clairement développer cette éducation à la sexualité dans les 4 années du Primaire, mais la grande majorité des enseignants n’appliquent pas ces directives. L’ensemble du protocole de recherche prévu pour répondre à notre question de recherche est présenté. Mais seule la première phase de cette recherche a été jusqu’à présent mise en œuvre. Il s’agit d’un long questionnaire fermé, qui a été rempli par 486 enseignants du primaire. Sont présentés ici les résultats concernant les questions sur leurs difficultés dans les quatre domaines de l’éducation sexuelle (corps en croissance, expressions de la sexualité, relations interpersonnelles, santé sexuelle et reproductive), sur divers thèmes spécifiques à la sexualité, sur leurs craintes et enfin sur les appuis qui les aident pour cet enseignement. Ces réponses sont croisées avec les paramètres individuels des enseignants tels que : sexe, âge, qualification académique, cours de formation continue, cours de formation occasionnels, milieu de travail, situation familiale et nombre d’enfants, religion et pratique religieuse. Les résultats indiquent que le coït, et tout ce qui est lié au plaisir sexuel sont, pour les enseignants, les contenus les plus difficiles à aborder. Les réponses varient significativement avec plusieurs paramètres. Les difficultés sont par exemple moindres chez les hommes, les jeunes, les non pratiquants, et chez ceux qui ont suivi une formation sur l’éducation sexuelle. Le contexte local, social et religieux fonctionne comme des obstacles fondamentaux qui freinent les instituteurs portugais à enseigner l’éducation sexuelle., Fundação para a Ciência e a Tecnologia (FCT) -POCTI/CED/44187/2002. European Project FP6 Biohead-Citizen CIT2-CT-2004-506015.

In order to identify the obstacles to teaching sex education in Portuguese primary school, we have analysed the arguments used by teachers pro and against sex education in a public debate as well as their different use of the keywords “family” and “parents”., Fundação para a Ciência e a Tecnologia - POCTI/CED/44187/2002. European Project FP6 Biohead-Citizen CIT2-CT-2004-506015.