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2. How One Science Teacher Redefines a Science Teaching Practice around a Theme: A Case Study in the Context of Educational Reform in Quebec

Author

Barma, Sylvie and Bader, Barbara

Abstract

In the context of an education reform in Quebec, this case study illustrates how a science teacher's practice was redefined with nine classes over a period of four months on a specific, integrative theme inspired by issues of daily life in an attempt to increase her students' motivation and to better make sense of some scientific concepts prescribed in the new curriculum. Activity theory was used as a theoretical and methodological framework to analyze the development of the activity and revealed to be a fruitful approach to better understand real-life and complex situations within a school community. Special attention was given to dynamic relations and changes that took place as the activity was unfolding. The contribution of the nine classes in the analyzed activity was possible due to the collaboration of several members of the school community who shared the same goals and who sought to transform the learning environment. (Contains 5 tables, 8 figures, and 8 notes.)

Published
2013

3. The Notion of the Relationship to Knowledge: A Theoretical Tool for Research in Science Education

Author

Pouliot, Chantal, Bader, Barbara, and Therriault, Genevieve

Abstract

This article pursues a dual objective. First, it seeks to present the notion of the relationship to knowledge as a valuable theoretical tool for science education research. Secondly, it aims to illustrate how this notion has been operationalized in recent research conducted in Quebec (Canada) that focuses on teachers' and students' relationship to knowledge. The first portion of this article presents the notion of the relationship to knowledge, documenting its origins, usefulness and contributions to research in the field of science education. In the second portion, we present four (4) studies recently conducted in Quebec that relied on the notion of the relationship to knowledge to analyze, respectively: 1) postsecondary science students' relationships to experts; 2) secondary students' epistemological postures and relationship to scientific knowledge; 3) the relationship to knowledge and school of primary and secondary students who repeated a school year; and 4) the relationships to knowledges (in the plural form) of preservice secondary science and social studies teachers. We also present one (1) project, in progress at this time, which is dedicated to the point of view of preservice primary teachers concerning science and science education. By way of conclusion, we set out some main avenues for further research and debate in science education. (Contains 8 footnotes and 2 tables.)

Published
2010

8. Notes

Author

RUDY, KATHRYN, RASSIEUR, TOM, Sano, Meiko, STEWART, ALISON G., MASSING, JEAN MICHEL, DEKKER, ELLY, DODERO, ELOISA, BANN, STEPHEN, CLAYTON, TIM, DRY, GRAHAM, MASSING, MICHEL, JOHNSON, STANLEY, WILLIAMS, SARAH, BADER, BARBARA, HALDEMANN, ANITA, SIMM, FLORIAN, COLDWELL, PAUL, SALSBURY, BRITANY, and FIGURA, STARR

Published
2015

10. Re-Presenting the Social Construction of Science in Light of the Propositions of Bruno Latour: For a Renewal of the School Conception of Science in Secondary Schools

Author

Richard, Vincent and Bader, Barbara

Abstract

Current opinion holds that school science has not been producing the expected outcomes. Highlighted by a considerable body of research, one of the concerns is that young people still mobilize a naive conception of science. Consequently, we must pursue the reflection process concerning ways of renewing the school conception of science so as to propose ways of representing and doing that are a greater source of participation among students. In this article, we argue for the importance of enriching school discourses by mobilizing a socialized conception of science. Our perspective seeks to highlight the major theoretical contributions of ethnomethodology put forward by Bruno Latour. Hence, we propose an operational definition of the social construction of science based on actor-network theory as an attempt to produce a more focused conceptualization of science as a social enterprise. This theoretical work enables us to bring out various facets of the social construction of science that, in our view, should be accounted for in classes to renew the school image of science in line with the characteristics of contemporary technosciences "in the making." Finally, we illustrate how we can mobilize this understanding of science for secondary students. (Contains 5 footnotes.)

Published
2010
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11. Fostering Community and Civic Engagement in Low-Income Multicultural Schools through Transformative Leadership

Author

Bader, Barbara, Horman, Judith, and Lapointe, Claire

Abstract

In this study, we examine how transformative leadership enables students from a low-income and multicultural neighbourhood to learn about democracy, responsible citizenship, and community engagement at school. As part of a graduate seminar on critical pedagogy and cultural studies in education, in-depth group interviews were conducted with students in three different schools. The objective of the study was to give voice to these students and to better understand how and why they had decided to become involved in a democracy-oriented school project. The paper focuses on the results obtained in one of the schools, located in a low-income multicultural neighbourhood, where the students' authentic process of community and civic engagement was facilitated by the transformative leadership of the principal, the assistant principals, and the teacher leaders. (Contains 2 footnotes.)

Published
2010

12. Epistemological Renewal and Environmental Education: Science in Context

Author

Bader, Barbara

Abstract

The instrumental relationship to nature and the realist epistemology that dominate the analysis of contemporary environmental issues have prompted me to develop an interest in a socialized conception of science in environmental education (EE) so as to throw into question a certain overappreciation of scientific expertise whenever the environment is at issue. This interest in an epistemological renewal has also impelled me to favour the socioconstructivist model of cognition in EE. The relevance of these various aspects is presented to the reader as the extension of a necessary epistemological renewal in EE, as various authors in this field of research have advocated. (Contains 5 endnotes.)

Published
2004

14. Interpretation d'une Controverse Scientifique: Strategies Argumentatives d'Adolescentes et d'Adolescents Quebecois (Interpretation of a Scientific Controversy: Argument Strategies of Adolescents and Quebecois Adolescents).

Author

Bader, Barbara

Abstract

Sketches out the argumentative strategies used by three 17-year-old boys to interpret the disagreement presented to them. Shows that they were inclined to adduce current ideas about science--framed according to a realist, empiricist epistemology--but that there are grounds for thinking that high school students would be capable of actualizing their way of seeing the social character of science. (Author/KHR)

Published
2003

15. Le développement du sentiment de pouvoir agir des jeunes face aux changements climatiques à l’école secondaire

Author

Morin, Émilie, Therriault, Geneviève, and Bader, Barbara

Subjects
youth, Social Sciences and Humanities, sentiment de pouvoir agir, school, développement du pouvoir agir, General Medicine, école secondaire, climate change, sense of empowerment, empowerment, jeunes, changements climatiques, environmental education, éducation à l’environnement, Sciences Humaines et Sociales
Abstract

Devant l’urgence d’agir face aux changements climatiques, les jeunes forment une génération qui a beaucoup à perdre ou à gagner des décisions prises par les groupes plus âgés. Malgré un fatalisme bien documenté, il apparaît de plus en plus évident que les jeunes sont particulièrement concernés par ce phénomène. Une éducation favorisant le développement du pouvoir agir semble ainsi des plus appropriées pour promouvoir une plus grande justice sociale et environnementale. De plus, il s’avère pertinent de s’attarder aux dimensions affectives et, plus particulièrement, à ce que nous nommons le sentiment de pouvoir agir (Morin, Therriault et Bader, 2019). Cet article présente divers appuis théoriques qui illustrent la pertinence de ce concept. Des résultats issus d’entretiens de groupe menés auprès de jeunes Québécoises et Québécois du secondaire montrent également comment le contexte scolaire peut influencer ce sentiment de pouvoir agir., Faced with the urgent need to act on the social and environmental issue of climate change, young people represent a generation that has much to gain or lose from decisions made by older groups. Despite a well-documented fatalism in the face of environmental issues, it seems more and more evident that young people represent a generation affected by climate change. A climate change education for empowerment thus seems most appropriate for greater social and environmental justice. In addition, it seems relevant, to empower, to focus on its emotional dimensions and, more particularly, on what we call the sense of empowerment. In this article, the theoretical bases which allow us to justify the relevance of this concept are presented. Some results from interviews with young Quebecers in secondary school also illustrate how the school context impacts the sense of empowerment.

Published
2022

16. Errungenschaften und Herausforderungen bei der Entwicklung der Fachdidaktiken in der Schweiz – Perspektive des programmbegleitenden Expertinnen- und Expertengremiums P9. Beiträge zur Lehrerinnen- und Lehrerbildung

Author

Bader, Barbara, Rosebrock, Cornelia, Leuders, Timo, Thonhauser, Ingo, Pietro, Jean-François, Colberg, Christina, Brière, Fabienne, and Aix Marseille Université (AMU)

Subjects
[SHS.EDU]Humanities and Social Sciences/Education
Abstract

International audience

Published
2022

17. Errungenschaften und Herausforderungen bei der Entwicklung der Fachdidaktiken in der Schweiz – Die Perspektive des programmbegleitenden Expertinnen- und Expertengremiums P9

Author

Bader, Barbara, Rosebrock, Cornelia, Leuders, Timo, Thonhauser, Ingo, de Pietro, Jean-François, Colberg, Christina, and Brière, Fabienne

Subjects
Disziplin, %22">Disziplin , Empfehlung, Erziehung, Schul- und Bildungswesen, Fachdidaktik, University development, Hochschulentwicklung, 370 Erziehung, Schul- und Bildungswesen, Specialized didactics, Education, ddc:370, Entwicklung, Expertenkommission, Schweiz, Hochschulsystem, Hochschulforschung, Bildungsorganisation, Bildungsplanung und Bildungsrecht, Hochschulforschung und Hochschuldidaktik, Higher education system, Promotionsrecht, Bildungsplanung, Subject didactics, Professur, Hochschuldidaktik, Wissenschaftliche Begleitung, State of the art reviews, 370 Education, Entwicklungsstand, Switzerland
Abstract

Im folgenden Beitrag wird der Entwicklungsstand der Fachdidaktiken in der Schweiz aus der Perspektive des begleitenden Expertinnen- und Expertengremiums zum Programm P9 «Aufbau der wissenschaftlichen Kompetenzen in den Fachdidaktiken» (swiss-universities 2017–2020) vorgestellt. Nach einer Einführung in den Kontext, in den Auftrag des Gremiums sowie in das Design des Monitorings werden die Umsetzung und die Erkenntnisse der Arbeit vorgestellt. Abschließend werden fünf zentrale Empfehlungen abgeleitet. Forschungsstarke Schweizer Fachdidaktiken können durch die institutionelle Anerkennung als eigenständige wissenschaftliche Disziplinen und durch ihre systematische Integration auf Augenhöhe in das schweizerische Hochschul- und Forschungsgefüge entwickelt werden. (DIPF/Orig.), Beiträge zur Lehrerinnen- und Lehrerbildung: Zeitschrift zu Theorie und Praxis der Aus- und Weiterbildung von Lehrerinnen und Lehrern, vol. 40, no. 1, p. 7

Published
2022

18. Visual Literacy: Foundation for Comprehension.

Author

Kossack, Sharon W. and Bader, Barbara

Abstract

It is necessary to provide a comprehensive program of visual literacy skill development to provide a firm foundation for reading comprehension. A taxonomy of visual literacy can suggest an outline for such a program. Once the student has been made aware of the desired thought processes in familiar contexts, it is then appropriate to guide the student to translate the same visual understandings to less familiar, more varied contexts. Visual interpretation begins with the student identifying appropriate visual elements on the basis of direct definition or description, since part of the problem regarding visual illiteracy is the inability to associate the correct element with the appropriate descriptor. Though visual literacy enhances comprehension, it also has potential as a generic, nongraded, nonthreatening, remedial strategy for the older student. It can provide a foundation for comprehension processing prior to the student's encounter with written discourse. Once the logic of comprehension is built by having students interact with classroom situations, share movies or television shows, discuss pictures and oral stories, the oral and visual processes developed by these means can ease the transition into similar processes in written language. This transition phase helps guide students into the notion that written language has meaning and that this meaning has logic that is familiar to their experiences. (HOD)

Published
1980

19. Notes

Author

GRIFFITHS, ANTONY, MASSING, JEAN MICHEL, KOUTNY, ALEKSANDRA, WHITE, CHRISTOPHER, HAUT, ASIA, O'CONNELL, SHEILA, MILANO, ALBERTO, HYDE, RALPH, HOPKINSON, MARTIN, VEGELIN, ERNST, WHITLEY, ZOE, DURANT, STUART, RÜMELIN, CHRISTIAN, BADER, BARBARA, SIDEY, TESSA, BLACK, PETER, FRANCIS, ROBIN, and JARAM, KATE

Published
2005

20. Notes

Author

TURNER, SIMON, HARTLEY, CRAIG, HOPKINSON, MARTIN, GRIFFITHS, ANTONY, TINIOS, ELLIS, RÜMELIN, CHRISTIAN, and BADER, BARBARA

Published
2004

21. Five gay picture--book prodigies and the difference they've made

Author

Bader, Barbara

Subjects
Picture-books for children -- Authorship -- Appreciation, Picture-books -- Authorship -- Appreciation, Literature/writing, Publishing industry
Abstract

Andy Manley, a Scottish theater artist, travels the world putting on shows for children. In 2014, he was in New York doing My House, a 'mostly wordless solo piece co-starring [...]

Published
2015

22. The Planet of Junior Brown

Author

Bader, Barbara

Subjects
The Planet of Junior Brown (Novel) -- Hamilton, Virginia -- Book reviews, Books -- Book reviews, Literature/writing, Publishing industry
Abstract

Does one of the salient works of the black children's lit breakthrough still hold its own? Is it still the knockout that I pronounced it, at Kirkus, in 1971? The [...]

Published
2015

23. Elisabeth Hamilton & Margaret McElderry: two approaches, one passion

Author

Bader, Barbara

Subjects
Hamilton, Elizabeth -- Biography, McElderry, Margaret K. -- Biography, Book editors -- Biography, Novelists -- Biography, Publishers (Persons) -- Biography, Literature/writing, Publishing industry
Abstract

In 1919, when Louise Seaman Bechtel became the nation's first children's book editor, at Macmillan, her customers-in-waiting were chiefly children's librarians. One specialty had bred another; now, one editor would [...]

Published
2014

25. Pour en lire plus : « Exploring the Gap »

Author

Bader, Barbara

Abstract

Ce numéro spécial de la revue Environmental Education Research est structuré autour de la mise en perspective d'un modèle comportementaliste de recherche en éducation relative à l'environnement (ERE). Ce modèle proposé dans le premier article par Anja Kollmuss et Julian Agyeman (2002) tente d'expliquer les raisons du « fossé » séparant l'acquisition de connaissances et la prise de conscience environnementale de l'engagement effectif dans des actions de protection de l'environnement. Les auteu...

Published
2020

26. Persons of interest: the untold rewards of picture book biographies

Author

Bader, Barbara

Subjects
Picture-books for children -- Forecasts and trends -- Influence, Picture-books -- Forecasts and trends -- Influence, Biography -- Forecasts and trends -- Influence, Market trend/market analysis, Literature/writing, Publishing industry
Abstract

It didn't exactly have to happen. In 1936, Ingri and Edgar Parin d'Aulaire, treasured for their radiant portrayals of child life in Ingri's native Norway, took up George Washington, and [...]

Published
2013

27. Z is for elastic: the amazing stretch of Paul Zelinsky

Author

Bader, Barbara

Subjects
Illustrators -- Practice -- Appreciation, Literature/writing, Publishing industry
Abstract

What would Margaret Wise Brown have been without Clement Hurd? There'd have been no Goodnight Moon. What would Ruth Krauss have been without Maurice Sendak or Crockett Johnson or Marc [...]

Published
2013

29. Cleveland and Pittsburgh create a profession

Author

Bader, Barbara

Subjects
Cleveland, Ohio -- Educational aspects, Pittsburgh, Pennsylvania -- Educational aspects, Public libraries -- Services -- Management, Children's libraries -- Management -- Services, Children's librarians -- Practice -- Appreciation, Company business management, Literature/writing, Publishing industry
Abstract

The sight of a 'children's room' in a public library just after school hours is enchanting ... they pour into its doors, the crowd of children, well-dressed, poorly clad, boys, [...]

Published
2012

30. Nonfiction: what's really new and different-and what isn't

Author

Bader, Barbara

Subjects
Nonfiction, Children's books, Children's literature authors -- Works, Literature/writing, Publishing industry
Abstract

In the age of preschool princesses and teenage werewolves, nonfiction, conspicuously, has class. That came across buoyantly in the March/ April 2011 issue of the Horn Book, where prominent persons [...]

Published
2011

31. Mildred Batchelder: the power of thinking big

Author

Bader, Barbara

Subjects
Librarians -- Practice -- Achievements and awards, Literature/writing, Publishing industry
Abstract

In brief, the children's library movement was touched off by Caroline Hewins, at the Hartford Public Library, who passed the torch to Anne Carroll Moore, at the New York Public, [...]

Published
2011

32. Augusta baker: reformer and traditionalist, too

Author

Bader, Barbara

Subjects
Baker, Augusta -- Biography, Educators -- Biography, Librarians -- Biography, Literature/writing, Publishing industry
Abstract

In brief, the children's library movement was touched off by Caroline Hewins, at the Hartford Public Library, who passed the torch to Anne Carroll Moore, at the New York Public, and Alice Jordan, at the Boston Public. Bertha Mahony Miller, founding editor of The Horn Book, sought guidance from both of them. Principal allies were pioneering children's book editor Louise Seaman Bechtel and editor-publisher Frederic Melcher, sponsor of the Newbery and Caldecott awards. On the library scene, Moore and Jordan had counterparts at the Carnegie Library in Pittsburgh and elsewhere. For all of them, bringing children and books together was a Cause, not just a career. This series focuses on three notable librarians of the succeeding, or second, generation: Virginia Haviland (1911-1988; see the January/February 2011 issue), Augusta Baker (1911-1998), and Mildred Batchelder (1901-1998)., In the children's library world and beyond, Augusta Baker was known for two big things--transforming the image of blacks in children's books and enlarging the reach of storytelling. She told [...]

Published
2011

33. Virginia Haviland: Children's Librarian, U.S.A

Author

Bader, Barbara

Subjects
United States. Library of Congress -- Personalities, Children's librarians -- Practice -- Beliefs, opinions and attitudes -- Appreciation, Literature/writing, Publishing industry
Abstract

In brief, the children's library movement was touched off by Caroline Hewins, at the Hartford Public Library, who passed the torch to Anne Carroll Moore, at the New York Public, [...]

Published
2011

34. Folklore: it's a different story

Author

Bader, Barbara

Subjects
Folklore -- Criticism and interpretation, Folk literature -- Criticism and interpretation, Literature/writing, Publishing industry
Abstract

In 1955, Marcia Brown's Cinderella, 'freely translated' from Perrault, was the first fairy-tale picture book to win a Caldecott Medal. No wonder: outside of the five-and-dime, old tales were a [...]

Published
2010

35. Jean of the wolves

Author

Bader, Barbara

Subjects
Children's literature authors -- Appreciation -- Works -- Practice, Literature/writing, Publishing industry, Practice, Works, Appreciation
Abstract

It just so happens that wolves are back in Yellowstone National Park in time for Jean Craighead George's ninetieth birthday this coming July--and for the publication of her picture book, [...]

Published
2009

38. For the McKissacks, black is boundless

Author

Bader, Barbara

Subjects
Novels -- Criticism and interpretation, African American authors -- Works -- Criticism and interpretation, Literature/writing, Publishing industry, Criticism and interpretation, Works
Abstract

Carter Woodson would be pleased as punch. The 'father of black history' was famously dour, but he was also known to light up at word of some victory for the [...]

Published
2007

39. Krik, krik, krik: how Aardema & Co. attuned us to African folklore

Author

Bader, Barbara

Subjects
Folk literature, African -- Evaluation, Books -- Criticism and interpretation -- Evaluation, Folklorists -- Works -- Evaluation, Literature/writing, Publishing industry, Criticism and interpretation, Evaluation, Works
Abstract

Richard Dorson, the late dean of American folklorists, had a word for folklore that was not authentic, not the voice of the people. He called it fakelore, and to his [...]

Published
2006

40. Red, white, and blue?

Author

Bader, Barbara

Subjects
Learning from the Left: Children's Literature, the Cold War, and Radical Politics in the United States (Book) -- Book reviews, Books -- Book reviews
Abstract

Julia L. Mickenberg Learning from the Left: Children's Literature, the Cold War, and Radical Politics in the United States 389 pp. Oxford 11/05 ISBN 0-19-515280-8 $74.00 Paper edition ISBN 0-19-515281-6 […]

Published
2006

41. Tana Hoban: she made you look again and again

Author

Bader, Barbara

Subjects
Hoban, Tana -- Biography -- Interviews, Book editors -- Biography -- Interviews, Literature/writing, Publishing industry
Abstract

For Tana Hoban, life did not begin with Shapes and Things and Look Again!, the photographic picture books that turned heads and opened eyes and brought new distinction to the [...]

Published
2006

42. Rapport aux savoirs d’élèves du secondaire en lien avec l’environnement et le développement durable en France et au Québec : rapports épistémique et contextualisé au monde

Author

Kalali, Faouzia, Therriault, Geneviève, Bader, Barbara, Kalali, Faouzia, Therriault, Geneviève, and Bader, Barbara

Abstract

Le rapport aux savoirs est à la fois rapport d’un sujet au monde, à soi-même et aux autres (Charlot, 1997). Il s’agit d’une notion particulièrement féconde en éducation au développement durable (EDD) puisqu’elle permet d’étudier la relation de sens et de valeur conférée aux savoirs et de cerner comment des jeunes s’engagent à l’école et dans la société lorsqu’il est question d’environnement et de développement durable (DD). Dans le cadre d’une étude qui veut analyser les rapports aux savoirs, aux territoires de jeunes du secondaire, des bilans de savoirs ont été réalisés par 597 élèves dans deux écoles québécoises et trois écoles françaises. L’analyse lexicale de même qu’une analyse de contenu ont permis de cerner les apprentissages significatifs identifiés par ces jeunes concernant l’environnement et le DD ainsi que les personnes et les lieux qu’ils y associent. Des expériences d’apprentissage contrastées entre la France et le Québec ressortent, elles-mêmes reliées aux choix curriculaires propres à ces deux systèmes éducatifs. Si les apprentissages des jeunes québécois semblent plus diversifiés, avec un usage plus marqué d’Internet, ceux des élèves français le sont un peu moins. Dans les deux pays, le rapport épistémique apparaît comme central. Ces résultats conduisent à des propositions pour une EDD critique et réflexive enrichissant le traitement de ces problématiques en milieu scolaire. -- Mots-clés : Rapport aux savoirs, rapport au monde et à l’apprendre, élèves, secondaire, environnement, développement durable, France, Québec. -- Abstract : The relationship to knowledge is both a relationship to world, the self and the others (Charlot, 1997). Is a key issue in education for sustainable development (ESD), since it allows to study the relationship of meaning and value conferred to knowledge and to identify how young people engage in school and in society relating environmental and sustainable development (SD) issues. As part of a study that seeks to analyze the

Published
2019

43. Le développement du pouvoir agir, l’agentivité et le sentiment d’efficacité personnelle des jeunes face aux problématiques sociales et environnementales : apports conceptuels pour un agir ensemble

Author

Morin, Émilie, Therriault, Geneviève, Bader, Barbara, Morin, Émilie, Therriault, Geneviève, and Bader, Barbara

Abstract

Pour faire face aux problématiques sociales et environnementales ayant un impact direct sur les environnements culturels et naturels, l’éducation pour le développement du pouvoir agir semble constituer une avenue incontournable (Schreiner, Henriksen & Kirkeby Hansen, 2005). En outre, pour permettre des transformations au regard des discours et des pratiques éducatives, il apparaît nécessaire de clarifier et de cerner les limites des outils conceptuels identifiés comme pertinents par les chercheurs du domaine de l’éducation à l’environnement (Stevenson, Brody, Dillon & Wals, 2013). Dans cet article, issu du cadre théorique d’une recherche doctorale en cours, les concepts de développement du pouvoir agir, d’agentivité et de sentiment d’efficacité personnelle seront approfondis afin de faire ressortir la nécessité de l’émergence d’un nouveau concept, celui de sentiment de pouvoir agir, pour une éducation transformatrice et critique à l’environnement. -- Mots-clés : éducation à l’environnement, agentivité, sentiment d’efficacité personnelle, développement du pouvoir agir, sentiment de pouvoir agir, capabilités, jeunes. Abstract : To cope with complex environmental issues that have a direct impact on cultural and natural environments, education for empowerment seems to be an unavoidable avenue (Schreiner, Henriksen & Kirkeby Hansen, 2005). However, to allow transformations in terms of educational discourses and practices, it seems necessary to clarify and define the limits of the conceptual tools identified as relevant by researchers in the field (Stevenson, Brody, Dillon & Wals, 2013). In this article, inspired be the theoretical frame of a doctoral research in progress, the concepts of empowerment, agency and self-efficacy beliefs will be further explored. They will then be connected to highlight the concept of sense of empowerment for a transformative and critical environmental education. -- Keywords : Environmental education, agency, self-efficacy beliefs, empowermen

Published
2019

44. La pertinence du concept de sentiment de pouvoir agir, dans la recherche en éducation, pour faire face aux changements climatiques

Author

Morin, Émilie, Therriault, Geneviève, Bader, Barbara, Morin, Émilie, Therriault, Geneviève, and Bader, Barbara

Abstract

Devant l’urgence d’agir face à la problématique sociale et environnementale des changements climatiques, l’éducation pour le développement du pouvoir agir constitue une avenue incontournable. Or, il ne semble pas y avoir de consensus entre les chercheurs en éducation au climat sur ce que l’on entend par pouvoir agir. Si certains se réfèrent au sentiment d’efficacité personnelle (Corner et al., 2015; Goldman, Pe’er et Yavetz, 2015), d’autres privilégient le concept d’agentivité (Blanchet-Cohen, 2008; Glithero, 2015) ou encore celui d’empowerment (ou développement du pouvoir agir) (Dimick, 2012). Toutefois, pour identifier les conditions favorables au développement du pouvoir agir des jeunes, il devient nécessaire de cerner les liens possibles entre ces concepts tout comme leurs apports et leurs limites. De plus, il apparaît pertinent, pour soutenir le développement de ce pouvoir agir, de s’attarder à ses dimensions affectives (Zeyer et Kelsey, 2013) et, plus particulièrement, à ce que nous nommons le sentiment de pouvoir agir. Ce concept nous permet entre autres de prendre en considération la liberté qu’ont les jeunes d’agir, ou non, face aux changements climatiques en fonction de leurs diverses capabilités (Sen, 2010). Dans le cadre de cette communication, nous présentons les bases théoriques qui nous permettent de lier les concepts de sentiment d’efficacité personnelle, d’agentivité et d’empowerment et de justifier la pertinence du concept de sentiment de pouvoir agir en éducation au climat. Quelques résultats préliminaires issus d’entretiens menés auprès de jeunes québécois du secondaire permettront de dégager quelques conditions favorables au développement du pouvoir agir à l’école.

Published
2019

45. Echoes of the old plantation

Author

Bader, Barbara

Subjects
Children's literature, Children's books, Literature/writing, Publishing industry
Abstract

Some years ago Julius Lester freed Joel Chandler Harris's Brer Rabbit stories from their plantation trappings--the 'genial old darky' storyteller Uncle Remus and his audience, the planter's young son. And [...]

Published
2005

46. The difference words make

Author

Bader, Barbara

Subjects
Authors -- Works -- Criticism and interpretation, Literature/writing, Publishing industry, Criticism and interpretation, Works
Abstract

Beatrix Potter had her watercolors at hand. But first came the words. And the way words and pictures dovetailed made picture book history. Once upon a time there were four [...]

Published
2004

47. Multiculturalism in the mainstream

Author

Bader, Barbara

Subjects
Children's Book Press -- Marketing, Arte Publico Press -- Marketing, Children's literature -- Social aspects -- Criticism and interpretation, Multiculturalism -- History -- Criticism and interpretation -- Marketing -- Social aspects, Book publishing -- History -- Social aspects -- Marketing, American literature -- African American authors, Publishing industry -- Social aspects -- History -- Marketing, Literature/writing, Publishing industry, Company marketing practices, Influence, Criticism and interpretation, Beliefs, opinions and attitudes, Social aspects, History, Marketing
Abstract

This is the final installment of a three-part series begun with 'How the Little House Gave Ground: The Beginnings of Multiculturalism in a New, Black Children's Literature' (November/December 2002 Horn [...]

Published
2003

48. Multiculturalism takes root

Author

Bader, Barbara

Subjects
Uchida, Yoshiko -- Criticism and interpretation -- Influence -- Political activity -- Biography, Children's Book Press -- History -- Political activity, Council on Interracial Books for Children -- History -- Social policy, Children's literature -- Social aspects -- History -- Political aspects, Intercultural education -- History -- Standards -- Social aspects -- Political aspects, Book publishing -- History -- Political aspects -- Standards, Publishing industry -- Standards, Literature/writing, Publishing industry, Influence, Criticism and interpretation, Political activity, Beliefs, opinions and attitudes, Social aspects, Standards, Political aspects, History, Social policy
Abstract

This is the second part of a three-part series begun in the November/December 2002 Horn Book with the article 'How the Little House Gave Ground: The Beginnings of Multiculturalism in [...]

Published
2003

50. Étude croisée du rapport aux savoirs à l’égard des sciences naturelles et des sciences humaines et sociales : portraits d’élèves de la fin du secondaire au Québec

Author

Therriault, Geneviève, Jeziorski, Agnieszka, Bader, Barbara, Morin, Émilie, Université du Québec à Rimouski (UQAR), Laboratoire Interdisciplinaire de Recherche en Didactique, Éducation et Formation (LIRDEF), Université Paul-Valéry - Montpellier 3 (UPVM)-Université de Montpellier (UM), Faculté sciences de l'éducation (FSE), Université Laval [Québec] (ULaval), and Université de Montpellier (UM)-Université Paul-Valéry - Montpellier 3 (UPVM)

Subjects
Canada, représentations sociales (école/éducation/sciences/savoir/etc.), sciences (teaching/education/relationship), sciences (enseignement/éducation/rapport à), relationship to knowledge and culture, history and philosophy of sciences, [SHS.EDU]Humanities and Social Sciences/Education, social representations (school/education/science/knowledge/etc.), rapport au savoir et à la culture, histoire et philosophie des sciences, ComputingMilieux_MISCELLANEOUS, [SHS]Humanities and Social Sciences
Abstract

Le présent article porte sur une étude croisée du rapport aux savoirs d’élèves de la fin du secondaire à l’égard du domaine des sciences de la nature, d’une part, et des sciences humaines et sociales, d’autre part. Elle se situe en prolongement des recherches en enseignement des sciences et des sciences humaines citoyennes et des « questions socialement vives » à l’école secondaire, visant à enrichir différentes facettes du rapport aux savoirs et à l’apprentissage des jeunes. Plusieurs recherches ont analysé le rapport aux savoirs d’élèves face aux sciences. Or, très peu de recherches ont tenté de cerner le rapport aux savoirs en sciences humaines puis d’établir des distinctions avec le rapport aux savoirs en sciences naturelles. Cette étude vise ainsi à caractériser le rapport aux savoirs à l’égard de chacun des deux domaines et ensuite de dégager des liens possibles entre ceux-ci. Pour ce faire, nous faisons appel à une conceptualisation intégrant les regards croisés sur deux domaines disciplinaires contrastés au sein des dimensions épistémique, identitaire et sociale du rapport aux savoirs. Au plan méthodologique, deux outils de collecte de données sont mobilisés : le questionnaire de type « bilan de savoirs » et l’entretien semi-dirigé. L’échantillon compte 41 élèves de secondaire V au Québec ayant répondu au questionnaire. Ensuite, dix élèves ont participé aux entretiens dans le but d’approfondir les réponses données précédemment et d’aborder de nouveaux aspects. Les résultats obtenus permettent d’établir des parallèles, mais aussi des distinctions, entre le rapport aux savoirs à l’égard des sciences de la nature et des sciences humaines et sociales, et permettent ainsi de formuler des propositions pour la formation initiale et continue des enseignants dans la perspective de favoriser la pratique de l’interdisciplinarité à l’école secondaire. This article offers a cross study of the relationship to knowledge regarding the natural sciences and the humanities and social sciences, from the point of view of secondary school students in Quebec. It is an extension of studies in science education and humanities which tends to strengthen civic engagement and the teaching and learning of socio-controversial issues at the secondary level, in order to enhance various facets of the relationship to knowledge and to the act of learning of young people. Several studies have analyzed the relationship to knowledge of students about natural sciences. However, very little research has attempted to characterize the relationship to knowledge toward humanities and social sciences then to draw distinctions with respect to relationship to knowledge in the natural sciences. This study aims to analyze the relationship to knowledge about each of the two areas and then identify possible links between them. To do this, we appeal to a conceptualization incorporating the viewpoints of two contrasting disciplinary fields, within epistemic, identity and social dimensions of the concept of relationship to knowledge. In terms of method, two data collection instruments are mobilized: a questionnaire name "bilan de savoirs" and the semi-structured interview. The sample includes 41 secondary V students of Quebec state, who responded to the questionnaire. After, 10 students participated to the interviews in order to deepen the answers given previously and address new aspects. The results allow to draw parallels but also distinctions between the relationship to knowledge in respect of the natural sciences and humanities and social sciences. Finally, the results lead us to formulate proposals for teacher education in which the practice of interdisciplinarity in secondary schools is encouraged.

Published
2018

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