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  1. Between research in didactics and teaching/training: transposition or mutual enrichment?

    Article • Annales de didactique et de sciences cognitives, January 2024, OpenEdition

    Pr. Jean-Marie Boilevin

  2. Supporting the choice of resources for digital uses promoting students’autonomy

    Article • Recherches en éducation, January 2024, OpenEdition

    Pr. Jean-Marie Boilevin

  3. Organisation de l’activité de conduite des apprentissages en situation d’enseignement-apprentissage des sciences fondé sur l’investigation

    Article • Éducation et didactique, January 2024, OpenEdition

    Pr. Jean-Marie Boilevin

  4. Inquiry-based science education: between teacher guidance and student autonomy in learning physics

    Article • January 2023, American Institute of Physics

    Pr. Jean-Marie Boilevin

  5. Teaching Interaction Strategies with Children 5–6 Years in the Mental Construction of a Precursor Model: The Case of Water State Changes

    Article • January 2022, Springer Science + Business Media

    Pr. Jean-Marie Boilevin

  6. Precursor Models for Teaching and Learning Science During Early Childhood

    Article • January 2022, Springer Science + Business Media

    Pr. Jean-Marie Boilevin

  7. Effects of a teacher education program in physics and chemistry to develop students' autonomy

    Article • RDST, December 2021, OpenEdition

    Pr. Jean-Marie Boilevin

  8. Contribution of Early Childhood Education to a Sustainable Society: Influences from Home in Preschool Children’s Understanding of Composting in France

    Article • Early Childhood Education Journal, August 2021, Springer Science + Business Media

    Pr. Jean-Marie Boilevin

  9. Precursor model and preschool science learning about shadows formation

    Article • Research in Science & Technological Education, July 2017, Taylor & Francis

    Pr. Jean-Marie Boilevin

  10. Devolution process and appropriation of the problem by students in experimental sciences

    Article • RDST, June 2017, OpenEdition

    Pr. Jean-Marie Boilevin

  11. THE DOUBLE LOOP OF SCIENCE TEACHERS’ PROFESSIONAL KNOWLEDGE ACQUISITION

    Article • January 2015, Springer Science + Business Media

    Pr. Jean-Marie Boilevin

  12. Sous quelles conditions les représentations graphiques externes peuvent-elles favoriser l’apprentissage des enfants d’âge préscolaire ?

    Article • Revue des sciences de l éducation, January 2015, Consortium Erudit

    Pr. Jean-Marie Boilevin

  13. The model “investigation-structuration” (Astolfi) and the tensions between constructivisms

    Article • RDST, September 2014, OpenEdition

    Pr. Jean-Marie Boilevin

  14. Relationship to scientific knowledge of future school teachers in France and Greece

    Article • RDST, December 2013, OpenEdition

    Pr. Jean-Marie Boilevin

  15. Rénovation de l’enseignement des sciences physiques et formation des enseignants

    Article • January 2013, CAIRN

    Pr. Jean-Marie Boilevin

  16. Enseignement scientifique et technologique dans l'enseignement obligatoire: finalités, contenus et formation des maîtres

    Article • Aster, January 2009, INIST-CNRS

    Pr. Jean-Marie Boilevin

  17. A socio-cognitive teaching intervention in science at preschool age children

    Article • Research in Science Education, September 2007, Springer Science + Business Media

    Pr. Jean-Marie Boilevin

  18. LA CLASSIFICATION DU CONTENU CONCEPTUEL DES CURRICULUMS CONCERNANT L'ÉNERGIE COMME OUTIL ÉDUCATIF

    Article • Ensaio Pesquisa em Educação em Ciências (Belo Horizonte), April 2005, FapUNIFESP (SciELO)

    Pr. Jean-Marie Boilevin

  19. Formation de formateurs en didactique des sciences physiques : compte rendu d'expérimentation

    Article • Didaskalia, January 2005, INIST-CNRS

    Pr. Jean-Marie Boilevin

  20. Enseigner la physique par situation problème ou par problème ouvert

    Article • Aster, January 2005, INIST-CNRS

    Pr. Jean-Marie Boilevin

  21. Un modèle d'activité de résolution de problèmes de physique en formation initiale d'enseignants

    Article • Aster, January 2001, INIST-CNRS

    Pr. Jean-Marie Boilevin