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.
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).
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
(p.220-232).
doi: 10.5539/jel.v5n2p220.
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.