Intervenir pour favoriser l’intérêt des filles pour les sciences

Références

Allaire-Duquette, G. (2013). L’utilisation de contextes associés au corps humain pour susciter l’intérêt des étudiantes en physique mécanique: une étude de l’engagement émotionnel. (Mémoire de maîtrise non publié). Université du Québec à Montréal, Montréal.

Baker, D. et Leary, R. (1995). Letting girls speak out about science. Journal of Research in Science Teaching, 32(1), 3–27.

Blickenstaff, J. C. (2005). Women and science careers: leaky pipeline or gender filter? Gender and Education, 17(4), 369–386.

Brotman, J. S. et Moore, F. M. (2008). Girls and science: A review of four themes in the science education literature. Journal of Research in Science Teaching, 45(9), 971–1002.

Grøver Aukrust, V. (2008). Boys’ and girls’ conversational participation across four grade levels in Norwegian classrooms: taking the floor or being given the floor? Gender and Education, 20(3), 237–252.

Harwell, S. H. (2000). In their own voices: middle level girls’ perceptions of teaching and learning science. Journal of Science Teacher Education, 11(3), 221–242.

Haverlo, C. A., Cooper, R. et Santos Lannan, F. (2013). STEM development: predictors for 6th-12th grade girls’ interest and confidence in science and math. Journal of Women and Minorities in Science and Engineering, 19(2), 121–142.

Hidi, S. et Renninger, K. A. (2006). The Four-Phase Model of Interest Development. Educational Psychologist, 41(2), 111–127.

Hoffmann, L. (2002). Promoting girls’ interest and achievement in physics classes for beginners. Learning and Instruction, 12(4), 447–465.

Juuti, K., Lavonen, J., Uitto, A., Byman, R. and Meisalo, V. (2010). Science teaching methods preferred by grade 9 students in Finland. International journal of science and mathematics education, 8(4), 611–632.

Maltese, A. V. et Tai, R. H. (2010). Eyeballs in the Fridge: Sources of early interest in science. International Journal of Science Education, 32(5), 669–685.

OCDE. (2006). Compétences en sciences , lecture et mathématiques. Le cadre d’évaluation de PISA 2006. OCDE : Paris.

Potvin, P. et Hasni, A. (2014). Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research. Studies in Science Education, 50(1), 85–129.

Schiefele, U., Krapp, A. et Winteler, A. (1992). Interest as a predictor of academic achievement: a meta-analysis of research. Dans K. A. Renninger, S.

Hidi et A. Krapp (dir.), The role of interest in learning and development (pp. 183–212). Hillsdale: Lawrence Erlbaum Associates.
Sévigny, J., et Deschênes, C. (2007). Évolution des effectifs étudiants universitaires au Québec. Québec: Chaire CRSNG-Industrielle Alliance pour les femmes en sciences et génie.

Swarat, S., Ortony, A. et Revelle, W. (2012). Activity matters: Understanding student interest in school science. Journal of Research in Science Teaching, 49(4), 515–537.

Tyler-Wood, T., Ellison, A., Lim, O., and Periathiruvadi, S. (2012). Bringing Up Girls in Science (BUGS): The Effectiveness of an Afterschool Environmental Science Program for Increasing Female Students’ Interest in Science Careers. Journal of Science Education and Technology, 21(1), 46–55.

Weinburgh, M. (1995). Preparing gender inclusive science teachers: Suggestions from the literature. Journal of Science Teacher Education, 6(2), 102–107.

Wolf, S. J., and Fraser, B. J. (2007). Learning Environment, Attitudes and Achievement among Middle-school Science Students Using Inquiry-based Laboratory Activities. Research in Science Education, 38(3), 321–341.

Le Réseau d’information pour la réussite éducative (RIRE) diffuse de l’information susceptible de répondre aux besoins des acteurs de la réussite éducative. Cette information est repérée grâce aux activités de veille du Centre de transfert pour la réussite éducative du Québec (CTREQ)