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Science learning in disadvantaged backgrounds

The main objective of this research project (ScienTIC – phase I) was to evaluate the effects of a science teaching model based on technology-mediated collaboration on the motivation of Secondary 4 (Grade 10) students, their interest in a scientific career and their attitudes towards teaching.

We wanted to apply knowledge from prior research by testing our technology-mediated collaboration model for science teaching in schools in the Montréal area, including schools in disadvantaged neighbourhoods, and by examining the effects of the model according to gender and the socio-economic status of the school attended.

Educational interventions are an influencing factor for motivation.

The methodological framework of this research postulates that motivation, measured by expectations and values, has a critical impact on behaviour and, thereby, on learning and academic performance. Furthermore, according to this model, educational interventions are an influencing factor for motivation.

As a knowledge transfer strategy, we collaborated with school stakeholders, who formed part of the research team in their own right from the beginning to the end of the project. The development study was carried out throughout the project, beginning with studies leading to the design of interventions that were offered to students in their science classes. The largely pedagogical and didactic design of the intervention made it possible to identify the teaching tools and ICT tools necessary for implementation.


Main researcher: Jesús Vázquez-Abad, Université de Montréal

Original title: L’incidence d’une approche de l’apprentissage des sciences basée sur la collaboration médiatisée sur la motivation des filles et des garçons de milieux défavorisés

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