Des enseignants de Sciences en immersion dans un musée. Une étude de cas sous l’angle de la théorie sociale de l’apprentissage

Abstract

This project has focused on continuing education offered to high school science teachers in a Quebec Museum of civilisation. We followed this group of teachers throughout the process of immersion in the museum's activities, to describe and attempt to understand how this experience has transformed their teaching practice, as well as their relationship to the museum. A qualitative-interpretative research emphasizing an inductive approach was put forward through a case study from the perspective of Wenger’s social theory of learning. Learning is therefore described as a four-dimensional system that is closely related and mutually determinative. The results capture these four dimensions: meaning, engagement in practice, community belonging, and changes in identity, and how participation in collective activities transforms individuals.