Communication
Barma S., Vincent M., Massé-Morneau J., Cadieux-Gagnon F., Voyer S.
(2017 , Septembre).
Why and how sociocultural-historical perspective lead us to ask different questions when doing research in STEM ?.
5th International Congress of ISCAR, Québec, Canada.
Articles de revue
Deslandes R., Barma S., Massé-Morneau J.
(2016).
Teachers' views of the school community support in the context of a science curricular reform.
Journal of Education and Learning,
5(2),
(p.220-232).
doi: 10.5539/jel.v5n2p220.
Communication
Barma S., Deslandes R., Massé-Morneau J.
(2016 , Janvier).
The role of the school community in dissonance with a paradigm shift in science teaching approaches.
18th International Roundtable on School, Family, and Community Partnerships (INET), American Educational Research Association Meeting (AERA), Washington, États-Unis.
Article de colloque
Barma S., Vincent M., Massé-Morneau J.
(2016).
The rationality island as a promising model for theoretical generalization.
Electronic Proceedings of the ESERA 2015 Conference. Science education research: Engaging learners for a sustainable future
(p.1494-1505)..
Article de colloque
Deslandes R., Barma S., Massé-Morneau J.
(2016).
Generated Conflicts in Implementing New Curricular Reform Teaching Practices.
END 2016 Book of proceeding
(p.73-77).: World Institute for Advanced Research and Science (WIARS).
Communication
Barma S., Deslandes R., Massé-Morneau J.
(2016 , Janvier).
Generated conflicts in implementing new curricular reform teaching practices.
International Conference on Education and New Developments, Ljubljana, Slovénie.
Articles de revue
Barma S., Lacasse M., Massé-Morneau J.
(2015).
Engaging discussion about climate change in a Quebec secondary school: A challenge for science teachers.
Learning, Culture and Social Interaction,
4
(p.28-36).
doi: https://doi.org/10.1016/j.lcsi.2014.07.004.
Communication
Barma S., Vincent M., Massé-Morneau J.
(2015 , Octobre).
Understanding the origins of concepts as tools for students: the rationality island as a promising model.
Paper presented in Barma, S. Ssymposium 1 “STEM in Science curriculum reforms and educational policies as a (co)-designed activity”. At the 2015 European Research Science Education Research Association Conference (ESERA), Helsinki, Finlande.
Articles de revue
Barma S., Vincent M., Massé-Morneau J., Cadieux-Gagnon F.
(2014).
Soutenir les enseignants en formation à l’éducation des adultes par le biais de l’intégration d’ateliers de conception technologique à l’enseignement des sciences.
Spectre,
44(1),
(p.11-13).
Communication
Barma S., Quémener Y., Rhéaume G., Massé-Morneau J., Vincent M.
(2014 , Janvier).
Soutenir l’innovation pédagogique en classe de Science et technologie.
2e Symposium sur le transfert de connaissances en éducation CTREQ, Université Laval, Québec, Canada.
Communication
Barma S., Massé-Morneau J., Vincent M.
(2014 , Avril).
Soutenir l’innovation pédagogique en classe de science et technologie.
19e Colloque en enseignement, Université Laval, Québec, Canada.
Communication
Barma S., Vincent M., Massé-Morneau J., Lacasse M.
(2014 , Novembre).
Resolution of tensions and boundary crossing: engaging in talking about climate change in a Quebec secondary school.
Poster presented at the 4th International Congress of ISCAR, Sydney, Australie.
Communication
Barma S., Massé-Morneau J.
(2013 , Août).
Manifestations of contradictions in secondary school students' reading intentions and volition.
xx, Québec, Canada.
Communication
Barma S., Lacasse M., Massé-Morneau J., Vincent M.
(2013 , Juin).
Résolution de tensions modélisation et impacts de la mise en place d’une question socialement vive en environnement (QSVE) traitant des changements climatiques par des enseignants québécois de Science et technologie.
xx, Québec, Canada.