Online First

The effects of a Full-Year Pedagogical Treatment Based on a Collaborative Learning Environment on 7th Graders’ Interest in Science and Technology and Conceptual Change

Abstract: The growing popularity of collaboration in our school and its possible educational potential has led us to carry out comparative research with 7th grade students. Using a longitudinal approach over an entire school year and using a cross-lag design, we were able to test the effects of this learning environment on science misconceptions and interest. Using two questionnaires, we were able to perform an analysis of the results showing a possible positive causal link between collaborative learning and the development of scientific conception. However, we found no direct connection between collaborative learning and interest.  The analysis of the cross-lag leads us to see conceptual change as a mediator of the students’ interest in science.

Download: JRSMTE V3 2 4 DUROCHER
Download: 4, size: 0, date: 05.Jul.2020
Online First

Attempting to Develop Secondary Student’s Interest for Science and Technology Through an In-Service Teacher Training Initiative Based on the Principles of the Learning Community

Abstract: This article presents the results of a quasi-experimental research that has been conducted by the (Infrastructure of the authors) for two years. This research aimed at increasing student’s interest for science and technology (ST) by enhanced pedagogical interventions, designed by their teachers in the context of a learning community. It also aimed at measuring this possible increase. Results show that three of the four intervention types (scientific inquiry, context-based and project-based learning) had positive effects of various strengths on students’ interest, but that collaborative teaching did not. Hypotheses to explain these results and recommendations are formulated.

Download: JRSMTE V3 1 2 POTVIN
Download: 118, size: 0, date: 06.Jan.2020
Online First, Vol. 3 Iss. 1