55 research outputs found
Les ressources didactiques : typologie dâusages en lien avec la mĂ©thode historique et lâintervention Ă©ducative dâenseignants dâhistoire au secondaire
Les manuels dâhistoire ont souvent fait lâobjet dâanalyses concernant leur contenu et leur qualitĂ©, mais rarement leurs usages en classe. Cette thĂšse vise Ă dĂ©crire et analyser comment des enseignants dâhistoire du QuĂ©bec au secondaire utilisent le manuel et toute autre ressource didactique. Le problĂšme consiste Ă mieux connaĂźtre ce qui se passe en classe depuis lâimplantation de la rĂ©forme curriculaire, en 2001, et comment les conceptions des enseignants influencent leurs pratiques en lien avec lâexercice de la mĂ©thode historique. Ce travail dĂ©crit des pratiques enseignantes selon leur intervention Ă©ducative, les ressources didactiques utilisĂ©es et lâactivitĂ© de lâĂ©lĂšve en classe. Pour ce faire, la collecte de donnĂ©es est rĂ©alisĂ©e au travers dâun sondage en ligne (n= 81), dâobservations en classe et dâentrevues (n=8) avec les participants. Les enseignants dâhistoire utilisent souvent le manuel, mais leur intervention nâest pas structurĂ©e par son contenu ou ses exercices. Les cahiers dâexercices ou le rĂ©cit de lâenseignant semblent structurer principalement leurs interventions. En fait, leurs conceptions sur lâenseignement et lâapprentissage en histoire dĂ©terminent le plus souvent lâusage du manuel et des autres ressources didactiques dâune maniĂšre traditionnelle ou dâune maniĂšre qui exerce authentiquement la mĂ©thode historique. Afin de dĂ©crire ces diffĂ©rents usages, la thĂšse propose une typologie qui distingue les diffĂ©rentes modalitĂ©s mises en place afin dâutiliser les ressources didactiques et exercer la mĂ©thode historique. Trois principaux types sont Ă©noncĂ©s : intensif, extensif et critique. Un quatriĂšme type a Ă©tĂ© ajoutĂ© afin de mieux nuancer les diffĂ©rentes pratiques enseignantes rencontrĂ©es : extensif-mĂ©thodique. Ce dernier type sâexplique par une pratique enseignante qui concilie les types extensif et critique selon les besoins de lâenseignant. La thĂšse souligne la persistance de pratiques transmissives et magistrocentrĂ©es qui limitent un exercice authentique de la mĂ©thode historique, alors que le curriculum vise un enseignement constructiviste et que plus de ressources sont disponibles pour les enseignants.History textbooks are mainly analyzed for their content and quality but not for their real use in classrooms. This thesis aims to describe and analyze how high school history teachers in Quebec use textbooks and other instructional resources. The issue is to know what is going on into classrooms since the new curriculum is in effect and how teachersâ beliefs influence their practices related to the development of historical method skills. This work describes the teaching practices according to their educational intervention, learning resources used and the studentâs activities during class. The data was collected with an online survey (n= 81), classroom observations and interviews (n= 8) with the participants. Teachers often use textbooks, but are not automatically led by its content or exercises. Workbooks or teacherâs narrative seem to mainly structure their interventions. Yet, the belief system about teaching and learning history more specifically leads teachers to use textbooks in a traditional way or in a way that fosters historical method. To describe these various uses, the thesis proposes a typology that distinguishes the different modalities put in place to use learning resources and perform historical method. Three main types are described: intensive, extensive and critical. A fourth type was added in order to better explain the different teaching practices encountered: extensive-methodical. The latter type is explained by a teaching practice that combines extensive and critical types related to the needs of the teacher. The thesis points out the persistence of transmissive and teacher-centered pratices limiting authentic historical method exercise while curriculum aims a constructivist way and that more learning resources are available for teachers
Linking theory and practice during a high school practicum: case study of preservice history teachers in Quebec
We need to understand how future teachers make sense of theory and practice during a didactics course and a practicum field experience.
Different assignments can show us how future teachers think about history teaching and teaching practices.
Theoretical links are superficial and relate to the nature of assignment even though future teachers demonstrate a progression in their view of teaching practices
We need to ensure greater coordination between partner schools
Different assignments foster different modes of reflection on practice and we must encourage this variety.
Purpose: This article presents a case study exploring how future teachers combine scientific knowledge and practical knowledge during a history didactics course and practicum field experience in history teaching in Quebec high schools.
Design: Through a thematic analysis of the written assignments submitted during the practicum and conceptual maps designed as part of the didactics course, links between theory and practice are highlighted.
Results: Future teachersâ referring to different types of knowledge depends on the expectations specified for each written assignment, and shows discourse with little critical distance. However, the concept maps show a more complex representation of teaching practices which can be explained by both the didactics course and the experiential and practical knowledge gained through the practicum.
Implications: This composite of experiences puts initial teacher training into perspective along a continuum that requires consolidating university expectations and varying school practices. Closer collaboration is needed between the different actors involved in both theoretical courses and practical training
Typologie des usages des ressources didactiques par des enseignants dâhistoire au secondaire du QuĂ©bec
Cette Ă©tude multicas analyse des pratiques enseignantes observĂ©es durant le cours dâhistoire au secondaire. Lâobjectif est de dĂ©crire les ressources utilisĂ©es en classe, mais surtout les modalitĂ©s et les fonctions Ă©pistĂ©miques qui favorisent ou non lâexercice de la mĂ©thode historique. Il est avancĂ© une typologie qui distingue des types dâusages observĂ©s en classe et explicitĂ©s par des entretiens. Les pratiques constatĂ©es restent magistrocentrĂ©es, malgrĂ© des objectifs curriculaires encourageant un exercice autonome de la mĂ©thode historique. En outre, le manuel ne semble pas avoir un effet structurant sur les pratiques de ces enseignants. Ce serait plutĂŽt lâusage du cahier dâexercices ou lâimportance du cours magistral qui structure le savoir historique pour les Ă©lĂšves
L'exercice de la méthode historique proposé par les ensembles didactiques d'histoire du 1er cycle du secondaire pour éduquer à la citoyenneté
Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal
Quand un film historique controverseÌ devient une opportuniteÌ pour probleÌmatiser la nation canadienne
Cette analyse de contenu sâinteÌresse aux commentaires du public, dont de jeunes adoles- cents, sur la reÌception dâun lm historique controverseÌ du reÌalisateur Pierre Falardeau: 15 feÌvrier 1839 (Payeur et Falardeau, 2001). Ce lm traite de la pendaison de Patriotes aÌ MontreÌal et semble exacerber les sentiments dâopposition entre francophones et anglo- phones. LâeÌtude illustre quâau-delaÌ du biais apparent du reÌalisateur, les reÌactions aux lms semblent plutoÌt dicteÌes par le niveau de conscience historique du public ainsi que par la construction collective dâidentiteÌs lieÌes aÌ la nation et aÌ la race. Il est discuteÌ du potentiel dâun lm controverseÌ sur la probleÌmatisation de la nation et la possibiliteÌ de favoriser une discussion critique a n de deÌpasser les lieux communs. Des implications didactiques aÌ lâusage du lm historique sont proposeÌes pour une inteÌgration en classe
NĂ©gocier le sens entre histoire et fiction : analyse transversale de la sĂ©rie Assassinâs Creed
La sĂ©rie de jeux vidĂ©o produite par Ubisoft, Assassinâs Creed, est populaire et pose le problĂšme de la reprĂ©sentation de lâhistoire dans un univers fictionnalisĂ©. Lâarticle analyse de maniĂšre transversale comment est reprĂ©sentĂ© le sens de lâhistoire et comment le joueur est invitĂ© Ă sâengager dans la progression des diffĂ©rents volets. Lâanalyse est centrĂ©e sur lâarc mĂ©ta-narratif qui relie chaque volet et qui attribue certaines finalitĂ©s Ă lâhistoire. Le cadre thĂ©orique de la conscience historique de RĂŒsen nous permet dâaffirmer que la sĂ©rie prĂ©sente trois sĂ©quences depuis sa crĂ©ation : lâhistoire falsifiĂ©e, lâhistoire asservie et lâhistoire spectacle.The video games series produced by Ubisoft, Assassin's Creed, is popular and raises the problem of the representation of history in a fictionalized universe. The article analyzes in a transversal way how is represented the meaning of history and how the player is invited to engage in the progression in between the different games. The analysis focuses on the metanarrative arc that links each game and that conveys certain goals to history. The theoretical framework of RĂŒsen's historical consciousness allows us to assert that the series presents three sequences since its creation: falsified history, enslaved history, and spectacle history
Direct characterization of circulating DNA in blood plasma using ÎŒLAS technology
Circulating cell-free DNA (cfDNA) is a powerful cancer biomarker for establishing targeted therapies or monitoring patients' treatment. However, current cfDNA characterization is severely limited by its low concentration, requiring the extensive use of amplification techniques. Here we report that the ÎŒLAS technology allows us to quantitatively characterize the size distribution of purified cfDNA in a few minutes, even when its concentration is as low as 1 pg/ÎŒL. Moreover, we show that DNA profiles can be directly measured in blood plasma with a minimal conditioning process to speed up considerably speed up the cfDNA analytical chain
Manuales digitales: el caso de la enseñanza de la historia secundaria en Quebec francés
Cet article a pour objet de faire la synthÚse de la recherche québécoise à propos de la présence et
lâusage des manuels numĂ©riques utilisĂ©s en classe dâhistoire au QuĂ©bec. Dans la premiĂšre partie,
nous expliquons le contexte éditorial et définissons le concept de manuel numérique. Nous
prĂ©senterons ensuite lâoffre de manuels Ă©lectroniques. Pour terminer, nous comparons les manuels
numériques et imprimés, notamment par rapport à leur contenu et leur usage pour favoriser
lâapprentissage des euristiques (ou mĂ©thodes) de lâhistoire, avant de mettre en lumiĂšre quelques
pistes de recherche qui ont été dégagés dans cette synthÚse.Universidad de Granada. Departamento de Didåctica y Organización Escolar. Grupo FORCE (HUM-386
ssDNA degradation along capillary electrophoresis process using a Tris buffer
Tris-Acetate buffer is currently used in the selection and the characterization of ssDNA by capillary electrophoresis (CE). By applying high voltage, the migration of ionic species into the capillary generates a current that induces water electrolysis. This phenomenon is followed by the modification of the pH and the production of Tris derivatives. By injecting ten times by capillary electrophoresis ssDNA (50 nM), the whole oligonucleotide was degraded. In this paper, we will show that the Tris buffer in the running vials is modified along the electrophoretic process by electrochemical reactions. We also observed that the composition of the metal ions changes in the running buffer vials. This phenomenon, never described in CE, is important for fluorescent ssDNA analysis using Tris buffer. The oligonucleotides are degraded by electrochemically synthesized species (present in the running Tris vials) until it disappears, even if the separation buffer in the capillary is clean. To address these issues, we propose to use a sodium phosphate buffer that we demonstrate to be electrochemically inactive
As representaçÔes quanto ao lugar dos saberes na educação histĂłrica, manifestadas durante o debate em torno do novo currĂculo de HistĂłria no Quebec (2006-2010)
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