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Introduction
Publications
Publications (12)
This text lays the conceptual foundations for a framework to analyse the relationships between school disciplines, particularly those in the natural sciences and the humanities, and “Éducations à” in order to conduct comparative analyses of curricula in the French-speaking world. The text first discusses the main characteristics of “Éducations à” a...
This chapter suggests an articulation between relatedness and motivation. The author's study on relatedness can be reconciled with research on the relationship between man and nature. These approaches facilitated the development of empirical research aimed at measuring the correlations between nature‐relatedness, and pro‐environmental attitudes and...
This book represents an up-to-date summary on the issue of education and territory. By questioning the relationship between education and territory according to three main axes – historical evolutions, contemporary interactions and original theorizations – this book highlights the importance of the territorial contextualization of schooling. This i...
Depuis le début des années 80 apparaissent de nombreuses « éducations à » (développement durable, santé, citoyenneté, solidarité internationale, médias et information, citoyenneté, patrimoine…). Elles prennent en charge des enjeux globaux et induisent des formations à la responsabilité individuelle et collective. Elles traduisent des modifications...
In French ministerial guidelines, biodiversity in primary school is linked to both the sustainable development and the scientific topics. The official primary school program enjoins that expected learnings in this field are primarily cognitive and behavioral, while the affective dimension is minimized. In this context, the learner is often subjecte...
From a global perspective, issues related to biodiversity have appeared in the collective awareness for over forty years. In France, biodiversity education has emerged as a priority linked with the degradation of biodiversity. The biodiversity education in primary school is attached to both the scientific topics and sustainable development. The exp...
In France, biodiversity in primary school is linked to both the scientific topics and sustainable development. Analyzing France’s official primary school program shows that the expected learnings in this field are primarily cognitive and behavioral. In ministerial guidelines, the affective dimension is minimized, in order to highlight scientific ob...
In France, biodiversity in primary school is linked to both the scientific topics and sustainable development. Analyzing France's official primary school program shows that the expected learnings in this field are primarily cognitive and behavioral. In ministerial guidelines, the affective dimension is minimized, in order to highlight scientific ob...
Thèse en cotutelle Université Montpellier 2/Université de Sherbrooke
Projects
Project (1)
Ce projet a été sélectionné dans le cadre de l'appel ANR/FRQC en SHS 2016 et résulte d'une collaboration entre l'université Laval, Québec, l'université de Rimouski, Québec, l'université de Montpellier, l'université d'Aix-Marseille, et l'université de Rouen pour la France. Il est porté et scientifiquement coordonné par Barbara Bader (Québec) et Jean-Marc Lange (France). Il démarre en janvier 2017 et se termine en 2020.
Les trois objectifs généraux de cette étude sont les suivants :
1) Élaborer un cadre conceptuel et d’analyse original croisant les concepts de (1) «rapport aux savoirs scientifiques», (2) «rapport aux territoires» et (3) «engagement écocitoyen» des jeunes de la fin du secondaire.
2) Dégager des «portraits-types» de jeunes Québécois et de jeunes Français de 16 ans à l’égard du développement durable du Saint-Laurent au Québec et de la Seine en France, à partir de quatre études de cas.
3) Sur chaque territoire, en France et au Québec, avec les jeunes rencontrés en entretien et deux enseignants par école, soutenir la conception collaborative de représentations interdisciplinaires d’un enjeu de développement durable et définir les modalités d’engagement écocitoyen des jeunes selon les rapports aux savoirs scientifiques, les dimensions territoriales, identitaires et culturelles repérées.
