Julie Massé-Morneau

Université Laval | ULAVAL · Department of Educational Fundamentals and Practices

This formative intervention documents the emergence of a hybrid activity aiming at student engagement and academic achievement. In this contextbound study, early stages of this activity consisted in establishing PénArt meant to enable high school students with difficulties to start up their own business at school. It involved reaching agreements be...

This study examines teachers’ perceptions and comprehension of their school community support for change in implementing a new teaching approach in science and technology in the context of a reform initiative at the secondary level. It is part of a two-year research-intervention conducted with science teachers from a private school. Data was first...

Since 2006, the Quebec science and technology curriculum has been implemented in every high school and rends mandatory the development of competencies. We will present the results of a 2- year formative intervention conducted with two science teachers and 256 10th grade high school students (2010-2012). We have focused our interest on the way stude...

À l’instar de la formation générale des jeunes, le secteur adulte vit présentement une réforme du des programmes affectant notamment la Science et la technologie. L’intégration de la classe-atelier est une modification majeure apportée par cette refonte qui implique plusieurs ajustements qui concernent non seulement les installations matérielles qu...