Résumés
Abstract
The integration of academic disciplines such as science and mathematics (M&S) can help foster students’ interest and sense of self-efficacy (S-E). However, few questionnaires appear to have been developed to measure these perceptual variables in this type of context. Nor do any appear to exist that are suitable for elementary students from low-income and multicultural schools. This article reports the results of the validation process of such a questionnaire comprising six scales conducted among 1,553 Grade 5 or 6 students from schools in Canada’s Montréal area. In its final version, the Science and Mathematics Integration Questionnaire (SMIQ) measures six perceptual variables: S-E in science, S-E in mathematics, interest in science, interest in mathematics, interest in integrated M&S activities and perception of the links between science and mathematics. To our knowledge, the last two variables have never been measured and the proposed scales to measure them are new.
Keywords:
- interest,
- self-efficacy,
- disciplinary integration,
- interdisciplinarity,
- STEM
Résumé
L’intégration de disciplines scolaires telles que les sciences et la mathématique (S-M) permet de favoriser l’intérêt des élèves et le sentiment d’efficacité personnelle (SEP). Cependant, peu de questionnaires semblent avoir été développés pour mesurer ces variables perceptuelles dans ce type de contexte. Il ne semble pas non plus en exister qui soient adaptés pour les élèves du primaire au sein d’écoles défavorisées et multiculturelles. Cet article rapporte les résultats du processus de validation d’un tel questionnaire comprenant six échelles auprès de 1553 élèves de 5e ou 6e année dans des écoles de la région de Montréal, au Canada. Dans sa version finale, le Questionnaire sur l’intégration de la mathématique et des sciences (QIMS) permet de mesurer six variables perceptuelles : le SEP en sciences, le SEP en mathématique, l’intérêt pour les sciences, l’intérêt pour la mathématique, l’intérêt pour les activités intégrées S-M ainsi que la perception du lien entre sciences et mathématique. À notre connaissance, les deux dernières variables n’ont jamais été mesurées et les échelles proposées pour les mesurer sont inédites.
Mots-clés :
- intérêt,
- sentiment d’efficacité personnelle,
- intégration disciplinaire,
- interdisciplinarité,
- STIM
Resumo
A integração de disciplinas escolares como as ciências e a matemática (C-M) ajuda a fomentar o interesse dos alunos e o sentimento de autoeficácia (SAE). No entanto, poucos questionários parecem ter sido desenvolvidos para medir estas variáveis perceptivas neste tipo de contexto. Nem parecem existir questionários que sejam adequados para os alunos do ensino básico em escolas desfavorecidas e multiculturais. Este artigo relata os resultados do processo de validação deste questionário composto por seis escalas com 1553 alunos dos 5º ou 6º anos nas escolas da região de Montreal, Canadá. Na sua versão final, o Questionário sobre a integração da matemática e das ciências (QIMC) permite medir seis variáveis perceptivas: o SAE em ciências, SAE em matemática, interesse nas ciências, interesse na matemática, interesse em atividades integradas C-M, bem como a perceção da ligação entre a ciência e a matemática. Tanto quanto sabemos, as duas últimas variáveis nunca foram medidas e as escalas propostas para medi-las são novas.
Palavras chaves:
- interesse,
- sentimento de autoeficácia,
- integração disciplinar,
- interdisciplinaridade,
- STEM
Parties annexes
References
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