François Lombard

François Lombard
University of Geneva | UNIGE · Technologies of Formation and Training Unit (TECFA)

PhD in education science -Biology didactics - inquiry

About

114
Publications
7,224
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203
Citations
Introduction
Working on * assessing the relevance of answers to guide student progressions towards deeper understanding of biological phenomena * transposition into curricula of the major changes in biology research towards information processing and control (digital biology) * development and integration of 3D-printed tangible models of authentic protein structures in learning designs
Additional affiliations
September 1999 - present
University of Geneva
Position
  • Chargé d'enseignement

Publications

Publications (114)
Conference Paper
INTRODUCTION School goals in many societies include reducing the influence of social and gender inequality, integrating cultural differences and approaching specific learning disabilities as special needs but also special capabilities. However, many educators find heterogeneity difficult to manage, perceive diversity as a problem, and often refer t...
Poster
Full-text available
Abstract: In Geneva schools are required to teach digital skills. We identifed three types of digital education skills (DES): new approaches to building or validating knowledge (DES A) , critical-thinking skills (DES B), new didactic methods (DES C). Building and discussing models is a core scientific practice. Digitisation of biology and affordabl...
Conference Paper
Schools must develop digital skills without much resources. We present a project that develops educational benefits of openly available, authentic research data and 3D printers produce tangible models of proteins for biology. 25 classroom-tested classroom activities and 3D structures(.STL) were collected and offered (open MediaWiki). Students handl...
Article
Full-text available
Structured Abstract Background: Swiss schools are required to develop students' digital competencies in each discipline (CIIP, 2018). However, teachers in Geneva, Switzerland aren't supplied with many official resources or recommendations to help them implement these requirements. This article presents a project that developed a theoretical frame...
Presentation
Educators generally find heterogeneity difficult to manage, perceive diversity as a problem, and often refer to categories. We consider that each learner is different and needs guidance and feed-back appropriate to his-her understanding as it develops. To get evidence of learning as it happens, we analyzed traces produced during learning activities...
Conference Paper
Good answers are defined in classrooms by a discipline-specific paradigm. Understanding life in terms of its underlying molecular (M) mechanisms is the core of the current school biology paradigm and valid explanations are objective causalities (OC) - defining important characteristics of good responses. However, the explanations that students prod...
Presentation
Abstract: Swiss schools are required to introduce numeric competencies. This includes discipline-specific new didactic methods(a), critical thinking skills(b), new approaches to building knowledge(c). Here we explore designs to develops skills: understand how biology research now builds knowledge (c); using recent authentic numeric tools (a); devel...
Presentation
A long-term, research project in high school biology classes shows that students don't generally learn knowledge in the sequence that is presented, but by jumps more like filling in a mosaic - which finally completes if learning goes well. instruments will be presented, to measure what students have understood, /during/ progression (rather than at...
Conference Paper
Good answers are defined by a discipline-specific paradigm. Understanding life in terms of its underlying molecular (M) mechanisms is the core of the current biology paradigm and valid explanations are objective causalities (OC) - defining important characteristics of good responses. However, the explanations that students produce are often finalis...
Conference Paper
Good answers are defined by a discipline-specific paradigm. Understanding life in terms of its underlying molecular (M) mechanisms is the core of the current biology paradigm and valid explanations are objective causalities (OC) - defining important characteristics of good responses. However, the explanations that students produce are often finalis...
Conference Paper
Full-text available
Articuler émotion et raison dans la pensée critique Une nouvelle approche de design inspirée par les neuroscicences Résumé : La formation des opinions ne peut être comprise comme purement objective et logique. Elle est forte-ment influencée par l'empathie-émotionnelle ou cognitive. Nous proposons une nouvelle conceptualisation à la fois basée sur l...
Article
Full-text available
Bioscientific advances raise numerous new ethical dilemmas. Neuroscience research opens possibilities of tracing and even modifying human brain processes, such as decision-making, revenge, or pain control. Social media and science popularization challenge the boundaries between truth, fiction, and deliberate misinformation, calling for critical thi...
Article
STRUCTURED ABSTRACT The need for keeping science teachers up-to-date is stronger than ever, but science curricula and teaching is often still focused on outdated approaches and knowledge. We will discuss some of the strong forces that shape the transformations of knowledge from research to curriculum and to classroom - Chevallard (1991)’s Didactica...
Poster
This contribution discusses a new approach to address the difficult question of keeping in- service secondary school teachers up-to-date with the continuous progress of biology research. Didactical Transposition (DT) theory (Chevallard, 1991) holds that that knowledge as it percolates from research into classrooms is transformed before it can be us...
Conference Paper
La formation des opinions ne peut être comprise comme purement objective et logique. Elle est forte- ment influencée par l’empathie - émotionnelle ou cognitive. Nous proposons une nouvelle conceptualisation à la fois basée sur le développement de l'empathie cognitive durant la formation des opinions et sur une bonne com- préhension des méthodes, co...
Conference Paper
Opinion building cannot be understood as objective and logical only and is strongly influenced by em-pathy -emotional or cognitive. We propose a new conceptualization focused on developing cognitive empathy during the processes of opinion building and a good understanding of the methods that leads to new educational design guidelines for critical o...
Conference Paper
Un projet fédéral suisse - plan d'action en faveur de l'éducation numérique (CIIP, 2018) - impose aux écoles d’introduire l’informatique comme discipline mais aussi comme une approche de la construction des savoirs dans chacune des disciplines scolaires. Le changement de paradigme de la biologie vers une discipline du contrôle et de l'information (...
Article
Full-text available
L’investigation est un modèle pédagogique imposé en France et encouragé en Europe pour l’enseignement des sciences. Il est fondé sur la dévolution des questions aux élèves, mais cette exigence est souvent en tension avec la nécessité de couvrir le curriculum et de garantir que les élèves acquièrent des connaissances scientifiques approfondies. Nous...
Article
Full-text available
We will attempt a synthesis from various research perspectives that have analyzed the alterations that knowledge inevitably goes through while percolating into classroom activities. We will try to identify some of their causes and will illustrate them with examples in genetics. First, we will discuss some research on knowledge transformation when g...
Chapter
Quelle place pour le design dans l’enseignement, l’apprentissage et la recherche ? Dans une perception de l’enseignement comme science du design (e.g. Dalziel, 2016 ; Laurillard, 2012), les enseignants concepteurs et enseignantes conceptrices recourent aux diverses connaissances et théories du domaine. Leur but est de créer des effets d’apprentiss...
Conference Paper
L'apprentissage en sciences peut être conceptualisé comme un processus où les concepts naïfs des étudiants sont progressivement affinés. Comprendre les chemins qui suivent cette progression est crucial pour la conception d'environnements d'apprentissage, pour réguler les activités et dans l'évaluation. De nombreux dispositifs reposent sur l'idée im...
Article
Training novice researchers in research methodology requires taking into account their research conceptions. This pilot study was conducted next to the training of seize doctoral applicants from the MIRRTICE doctoral incubator. It reports results gathered with the French version of the Students’ Conceptions of Research Inventory (Meyer et al., 2005...
Conference Paper
Nous tenterons de dissocier « développer l'esprit critique » et « faire adhérer les élèves aux indignations de l'enseignant ». Nous analyserons un dispositif (développé sur 10ans) visant à développer une analyse critique de la science vulgarisée - notamment à propos des biosciences de pointe. L'activité des élèves se fonde sur la compréhension de...
Conference Paper
Nous présentons une méthode permettant d’évaluer la progression conceptuelle des apprenants en analysant les versions successives de leurs productions dans un espace d'écriture partagée. Nous mesurons l’évolution des modèles explicatifs exprimés dans le texte des élèves en reportant sur une carte conceptuelle l’apparition des concepts et des liens...
Article
Empirical data on learners’ conceptual progression is required to design curricula and guide students. In this paper, we present the Reference Map Change Coding (RMCC) method for revealing students’ progression at a fine-grained level. The method has been developed and tested through the analysis of successive versions of the productions of eight c...
Conference Paper
Nous présentons une méthode permettant d’évaluer la progression conceptuelle des apprenants en analysant les versions successives de leurs productions dans un espace d'écriture partagée. Nous mesurons l’évolution des modèles explicatifs exprimés dans le texte des élèves en reportant sur une carte conceptuelle l’apparition des concepts et des liens...
Conference Paper
Inquiry in the teaching and learning of science implies students’ autonomy in the process of investigation, but curricular objectives, such as scientific verification, require some form of teacher guidance. We will discuss a cooperative design that addresses specific ways that teachers’ authority and guidance can develop students’ autonomy.
Conference Paper
Inquiry-based learning is recommended - often required – as science teaching format. Published research and examples proposed are often based on interventions of limited duration. However scientific abilities require time to be developed (Etkina, Karelina, & Ruibal-Villasenor, 2008), and students take time to master the higher level abilities requi...
Article
Acquisition of scientific reasoning is one of the big challenges in education. A popular educational strategy advocated for acquiring deep knowledge is inquiry-based learning, which is driven by emerging ‘good questions’. This study will address the question: ‘Which design features allow learners to refine questions while preserving student ownersh...
Thesis
La recherche en biologie repose aujourd’hui de plus en plus sur le traitement massif de données (génomiques, systématiques, écologiques) accessibles librement sur internet. Cette transformation offre de nouvelles opportunités pour une science « authentique » à l’école. Nous avons analysé les conditions favorisant des démarches de construction de co...
Thesis
L’investigation est un modèle pédagogique proposé pour conduire les élèves vers l’approfondissement en science. Cependant guider les élèves vers l’approfondissement dans le curriculum sans recourir à l'argument d'autorité reste une difficulté majeure. Nous avons conçu un dispositif d’enseignement basé sur un espace d’écriture partagé en biologie au...
Conference Paper
La recherche en biologie repose aujourd’hui de plus en plus sur le traitement massif de données (génomiques, systématiques, écologiques) accessibles librement sur internet. Cette transformation offre de nouvelles opportunités pour une science « authentique » à l’école. Nous avons analysé les conditions favorisant des démarches de construction de co...
Conference Paper
Comment rendre les élèves capables de se construire des connaissances scientifiques dans un environnement infodense ? La biologie mute en profondeur : science des êtres vivants, puis des molécules, elle se construit de données botaniques, écologiques, génomiques. Nous cherchons à comprendre les opportunités et les changements induits dans l'enseig...
Conference Paper
A travers l’exemple des classiques planches de Haeckel sur l’embryologie, la question de la schématisation didactique des illustrations de leurs liens avec la vérité scientifique sera discutée. Trois postures classiques à propos de la vérité des images seront envisagées et une quatrième proposée où apprendre à valider les des savoirs c’est faire de...
Chapter
As research methods have evolved to include new genomic approaches, based on freely available data and tools, an opportunity for proving and teaching evolution has been translated into teacher training programs in Geneva. The data from countless entire genomes and tools for comparing and extracting evolution evidence in conserved patterns, (BLAST,...
Book
Executive Summary (Résumé d’orientation) Une enquête –mandatée par la présidence de la section des sciences de l'éducation - sur les usages des TIC depuis 10 ans dans la formation des enseignants du degré primaire à l'université de Genève, la Licence Mention Enseignement (LME) a été menée par questionnaire accompagné sur les usages et les représen...
Conference Paper
Description: This paper reports on the design process of a preliminary, Wiki-based CSCL (Computer Supported Collaborative Learning) learning environment. This took place during close to 4 years within 6 science classes (Biology) for high school pupils aged 16-20 in Geneva. Typically students, guided by questions, investigated and experimented, in o...
Article
Full-text available
Résumé: La vague du "e-learning" accompagnée d'une prolifération de plate-formes "pédagogiques" favorise la "transmission de contenus" et la tendance à mettre l'enseignant en arrière-plan. Cette approche a ses mérites pour des enseignements d'appui mais n'a pas grand intérêt lorsqu'il s'agit d'améliorer la qualité des enseignements présentiels. Le...
Article
Full-text available
Sommaire du numéro : http://archive-edutice.ccsd.cnrs.fr/edutice-00000864

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