CHAPITRE 7. Les valeurs explicites dans les programmes et dans les manuels de sciences et technologies au Québec
Bibliographic record
Abstract
On le dit souvent : l’ecole ne vise pas seulement l’acquisition par les eleves d’apprentissages disciplinaires desinteresses. Elle vise aussi a leur transmettre un ensemble de valeurs explicites, mais aussi implicites. Le discours officiel qui a prepare et accompagne la derniere reforme educative au Quebec reconnait l’importance et la place des valeurs, non seulement en education, mais aussi dans les enseignements disciplinaires. Il parait donc pertinent d’analyser toutes les unites de sens qui traitent des valeurs explicites dans les programmes et dans les propos introductifs des manuels scolaires de sciences et technologies du primaire et du premier cycle du secondaire. L’analyse de ces donnees montre que le concept de valeur est tres peu present dans les sections qui concernent les sciences et les technologies alors qu’il est abondamment traite dans les domaines de l’Univers social (sciences humaines) de l’enseignement moral et religieux. Cette analyse souligne la conception predominante selon laquelle les sciences seraient productrices de faits (neutres) sur la nature alors que les disciplines qui traitent de la societe et de la morale seraient responsables de la determination des valeurs.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.011 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".