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C2SE - JORISS

French-Chinese Laboratory for Comparing Curricula in Science Education

Fifth seminar: IFÉ, ENS de Lyon, 20-23 October 2014

seminar 1: April 2012 (videoconference); seminar 2: June 2012 (Shanghai); seminar 3: Nov. 2013 (Lyon); seminar 4: March 2014 (Shanghai)

Joriss banner

Coordinators: Xinning Pei & Binyan Xu (ECNU, Shanghai), Maryline Coquidé & Luc Trouche (IFÉ, ENS de Lyon)

Equipe JORISS3

External advisor: Birgit Pepin (Soer-Troendelag University College, Trondheim, Norway)

The project aims to carry out a descriptive comparative study on the science curriculum prescribed for compulsory education and effective teacher resources (elementary- and lower middle-school levels) between France and China, with the aims of revealing and delineating the science education features in terms of politics, education, science and curriculum, and hoping that a systematic and comprehensive explanation of science education and its curricula system of both countries will be made. This proposed project is a part of a wider international science education comparative study aiming at making scientific curriculum renewal for the promotion of students’ competences needed for the 21st century, and constructing solutions to important issues such as "reconfiguration of the disciplines", "scientific competence building", "education for sustainable development", and "redefinition of the content and implementation of science curriculum". This collaborative project will provide a powerful model and valuable references for this expansion and further study world-widely. Meanwhile, the thematic study on digital resources and curricula materials design/development for STEM education will be involved through collaborations. 

JORISS platform - C2SE platform - C2SE collaborative library

20th October

Welcoming (Luc Trouche, IFÉ, ENS de Lyon) Presentation slides.

Joriss-october2014-picture 

Opening lecture - Investigating textbooks use within and beyond classrooms in China (Binyan Xu, Institute of Curriculum and Instruction, ECNU)

How chinese useSeveral investigations provided general picture of the textbooks use by Chinese teachers and students of mathematics. In 2004, Fan and other researchers has published their studies about textbook use (Fan et al., 2004). The results showed, textbooks were the main but not the only source for teachers to make decisions about what to teach and how to teach. This investigation showed that textbooks were the most important materials in teacher’s teaching and students’ learning. The majority of instructional time was structured around the textbooks. 10 years later, one important nationwide survey was published (Zheng et al., 2013). This research showed, 10 years later, that textbooks still play important role in mathematics teaching and learning, but meanwhile various resources attract teachers and help them to deal with textbooks much clearly. In order to understand textbooks’ place in mathematics teaching, the National Institute of Curriculum and Instruction carry out systematic investigation and construct “The DATABASE of the Investigation of Curriculum and Instruction in China (ICIC)”, it includes different kinds of questionnaires. I will report some results. Presentation slides.

Fan, L., Chen, J., Zhu, Y., Qiu, X. & Hu, J. (2004). Textbook Use within and beyond mathematics classrooms: A study og 12 secondary schools in Kunming and Fuzhou in China. In L. Fan, N. Wong, J. Cai & S. Li (Eds.), How Chinese Learn mathematics. Perspectives from Insiders (pp.228-261). Singapore: World Scientific.

Xu, B. (2013). The development of school mathematics textbooks in China since 1950. ZDM - The International Journal of Mathematics Education, 45(5), 725–736.

Zhang, D., Li, S. & Tang, R. (2004). The “Two Basics”: Mathematics Teaching and Learning in Mainland China. In L. Fan, N. Wong, J. Cai & S. Li (Eds.), How Chinese Learn mathematics. Perspectives from Insiders (pp. 189-207). Singapore: World Scientific.

Zheng, T., Wang, M., & Lin, L. (2013). Teaching methods in China: status and their effects on students’ mathematics achievement and problem solving ability. Global Education, 2, 34-44.

Chinese expert teachers and their resource systems: the case of textbooks (Birgit Pepin, Soer-Troendelag University College, Trondheim, Norway)

In this presentation I examine three Chinese mathematics expert teachers’ resource systems, in particular with respect to the design and use of mathematics textbooks (Gueudet, Pepin, Sabra & Trouche- under review). Further, I use the ‘traditional’ distinctions/framework of the intended; enacted (or implemented); and assessed (or attained) curriculum (Schmidt et al. 1997) to identify the positioning of different resources, in particular the textbook (Pepin, Gueudet & Trouche 2013), and for which purposes they are seen to be useful. Presentation slides.

Gueudet, G., Pepin, B., Sabra, H., & Trouche, L. (under review). Resources, task design and mathematics teachers' collective engagement: towards e-textbooks as shared living resources. Journal of Mathematics Teacher Education.

Pepin, B., Gueudet, G., & Trouche, L. (2013). Investigating curricular documents and practices with respect to educational traditions in France and Norway: textbooks at the boundary between policy and practice. ZDM - The International Journal of Mathematics Education, 45(6), 685- 698.

Schmidt, W.H., McKnight, C.C., Valverde, G.A., Houang, R.T., & Wiley, D.A. (1997). Many Visions, Many Aims, Vol. 1: A Cross-National Investigation of Curricular Intentions in School Mathematics. Dordrecht, Netherlands: Kluwer.

The dynamics of the current C2SE project, towards a specific interest for teachers’ resources and communities. Perspectives of research and of teaching (Luc Trouche, S2HEP, IFÉ, ENS de Lyon)

We will proReVEA logopose a preliminary appraisal of the C2SE project, evidencing a new balance between the comparison of curricula in science education, and the comparison of teachers’ resources. Then we will present, as a C2SE follow-up, the new JORISS project, focusing on the teaching of mathematics in a time of change: the role of collectives and resources for developing teacher expertise. This project meets the interest of the French ReVEA project, opening new opportunities of collaboration. Presentation slides.

Trouche, L., Drijvers, P., Gueudet, G., & Sacristan, A. I. (2013), Technology-Driven Developments and Policy Implications for Mathematics Education, in A.J. Bishop, M.A. Clements, C. Keitel, J. Kilpatrick, & F.K.S. Leung (eds.), Third International Handbook of Mathematics Education 753-790, Springer

Resources for teaching: How do teachers use, create and share them? A literature review for the ReVEA project (Catherine Reverdy, IFÉ, ENS de Lyon)

Dealing with all kinds of teacher resources, this presentation reviews how teachers select relevant resources related to the way they want to use them in the classroom. The resources are in constant evolution before and after they are used in classroom. This presentation tackles also the way institutions, profesional communities and disciplinary groups tend to share and create resources, frequently Open Educational Resources. Presentation slides.

21th October

Case studies of resources system of French biology teachers (Camille Roux, STEF & Vincent Voisin)

This presentation will focus on a work in progress regarding resources used by biology teachers in French secondary school. First steps of inquiry involved semi-structured interviews conducted with six biology teachers. We have aimed to identify not only which resources biology teachers select and along which criteria and influences but also uses and attitudes towards them. First analysis and insights will be presented here, showing how formation and experience level of teachers actually weight on their choices and management of resources. Presentation slides.

Bécu-Robinault, K. (2007). Connaissances mobilisées pour préparer un cours de sciences physiques. Aster, 45, 165-188

The income and outcome of teaching resources: a comparative study of 3 Chinese teachers` documentation work (Chongyang Wang, Institute of Curriculum and Instruction, ECNU)

srrs chineseWithin the great changes of education reforms in China, different requirements to teachers are demanded by different times. There can be plenty of factors that make a novice become an expert. The approaches to teaching resources may affect the speed of a teacher`s professional development himself, while the ways they share their teaching resources out, to some extent, can influence other teachers` professional developments. In the interviews taken in February 2014, 3 excellent Chinese math teachers, who have 8 years`, 18 years` and 23 years` teaching experiences respectively, provided much information about how they access their teaching resource in their daily teaching. Also, they talked about how they share their resources with others. In our communication, we will focus on how they share and save after they access and process their teaching resources. Presentation slides.

Comparing Science Curriculum in France and in China:case study of IBST in junior schools (Maryline Coquidé and Xinning Pei, IFÉ, ENS de Lyon; Institute of Curriculum and Instruction, ECNU)

How science teachers implement investigative approach in middle school? We study curriculum self-prescribed and curriculum products (Coquidé & al., 2013) of French and Chinese science teachers. Four participant French biology teachers and three Chinese science teachers were visited twice respectively in their own school. They decided which and when one of their regular classes could be opened to the researchers. In the first visit, teachers were interviewed before the class, and filmed during the class. The semi-structured interviews were designed to tap into the main areas in the process of one regular class, including preparing and conducting the lesson (teachers’ representation of IBST, curriculum self-prescribed with access to the resources...). The resources and the video of each participant’s class were collected (curriculum products). About two weeks later, they were allowed to watch the video of their own class, and then received a second interview. We use Grangeat’s model (2013) according six dimensions for comparing the teaching strategies for IBST. Presentation slides.

Coquidé, M., Fortin, C. & Lasson, C. (2013). D’un curriculum auto-prescrit à des curriculums co-produits : le cas de l’enseignement intégré de science et technologie au collège, Spirale, 52, 9-33.

Grangeat, M. (2013). Modéliser les enseignements scientifiques fondés sur les démarches d’investigation : développement des compétences professionnelles, apport du travail collectif. In M. Grangeat (Ed.), Les enseignants de sciences face aux démarches d’investigation: des formations et des pratiques de classe (pp. 155-184). Presses Universitaires de Grenoble.

Using logbooks in the context of mathematics teacher training (Fernando Bifano, UNSAM, Argentina)

In this presentation, I will explain the potential of logbooks as instrument for data collection around and experience case of teaching training in mathematics. Using the dialectical idea resource/document and based in the theoretical perspective of the documentational approach of didactics (Gueudet & Trouche, 2009), we analyze the different components that emerge of logbooks and how these allow to problematize the professional development of a community of practice of mathematics teachers from the thoughtful look on own teaching experience. Presentation slides.

Gueudet G., & Trouche L. (2009). Towards new documentary systems for mathematics teachers? Educational Studies in Mathematics, 71(3), 199-218.

C2SE JORISS, discussing outcomes and follow up, discussion introduced by Birgit Pepin, as an external advisor. Presentation slides.

22th October

Lieux d’éducation associés à l’IFÉ (LéA)”, towards international collaboration (Brigitte Gruson, CREAD, UBO)

Visite shanghaiThe LéA network is constituted of educational places, mainly schools, were teachers and researchers meet, to work together on critical questions regarding teaching and learning and, more generally, current educative challenges. In that perspective, the LéA network gives major importance to the collective aspects of the research process. Sharing experiences, designing commons tools are crucial aspects of the program. ECNU, in Shanghai, has also a network of associated schools, that some researchers from IFé visited in a previous mission. How such different experiences may benefit from each other? We will underline some major features of the LéA network allowing to better understand its potential for a renewal of educational research. Presentation slides.

The LéA website

A MOOC for learning how to teach mathematics with ICT (Ghislaine Gueudet, CREAD, UBO)

The MOOC « Teaching and training in mathematics with digital resources » has been designed by a team of researchers in maths education and teacher trainers, under the responsibility of the ENS of Lyon and Cachan. During four weeks, it proposes to its participants (involved in the teaching of maths from kindergarten to university) to build teaching or teacher training projects using digital technologies. The aim of the MOOC is to contribute to the professional development of its participants, by providing methodological tools to analyse the mathematical activity of students, the role of the teacher; but mostly by fostering discussions and collective design of projects. Presentation slides.

Link towards the MOOC

Task design for the teaching on high level mathematical thinking in junior high school (Jiansheng Bao, Department of mathematics, ECNU)

There are many factors that affecting students’ high-level mathematics thinking. Among them, the followings are the most important: mathematics tasks that students engaged in classroom; teaching strategies for the high-level mathematics tasks.
The aim of this presentation is to introduce briefly a pilot study of an ongoing research project named Enhance Students’ Higher-level Mathematics Thinking (ESHMT) in a junior high school in Shanghai. In this project, we developed a theoretical framework of ESHMT for teachers and researchers to find intervention points in classroom, select/develop a high-level mathematics task (HMT) and improve teaching and learning behaviors through Keli analysis, a kind of lesson study. Presentation slides.

Huang, R., & Bao, J. (2006). Towards a model for teacher’s professional development in China: Introducing keli. Journal of Mathematics Teacher Education, 9, 279-298.

Stein, M. K., Smith, M. S., Henningsen, M., & Silver, E. A. (2000). Implementing standards-based mathematics instruction: A casebook for professional development. New York: Teachers College Press

MC2 project: stimulating creative mathematical thinking (Christian Mercat, Department of mathematics, Lyon 1 University)

MC2 logoTechnology is usually seen as an impediment to creativity. We have seen recently a surge in the social use of technology. Building on Social Creativity fostered by technology, the mcSquared European project is exploring ways to enhance Creative Mathematical Thinking, on the side of pedagogical resources creators, levering the creativity on the side of students through technology. It aims at creating "c-books", creative e-books, containing interconnected widgets of very many different kinds. Presentation slides.

The MC2 website

23th October (IFÉ, room 3, first floor)

Equipe jorissA workshop on a paper in progress: "Expert teachers in China: opening a window on their resource systems and collective work through three interviews"

Working on the C2SE follow-up and on the Prosfer program

12h - End of the seminar

 

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