Les valeurs au cœur du programme québécois en éducation physique et à la santé au secondaire
Bibliographic record
Abstract
La reforme scolaire quebecoise s’accompagne d’une revision des valeurs qui transcendent les programmes scolaires et en expriment les finalites. La presente etude vise a identifier les orientations de valeurs dans le texte ministeriel en education physique et a la sante (EPS) au premier cycle du secondaire (MEQ, 2003). Les resultats issus de l’analyse curriculaire en EPS revelent que les orientations de valeurs (Jewett, Bain et Ennis, 1995) presentes n’ont pas la meme importance selon qu’il s’agit de la partie conceptuelle ou de la partie fonctionnelle du texte ministeriel. De fait, la partie conceptuelle met l’accent sur l’autoactualisation et la responsabilisation sociale, alors que la partie fonctionnelle met l’accent sur la maitrise de la discipline et le processus d’apprentissage. La discussion aborde l’evolution de l’EPS a travers les orientations des valeurs curriculaires de 1981 a 2003 au Quebec. Toujours sous l’angle des valeurs, l’analyse curriculaire d’autres disciplines scolaires est suggeree comme piste de recherches futures. The Quebec education reform is accompanied by a revision of values that transcend curricula and express purposes. This study aims to highlight the values put forward in the ministerial text of the physical and health education program (PHE) in middle school. The results of the analysis indicate that the value orientations have different importance in the conceptual and functional sections of the ministerial text. In fact, the conceptual part focuses on self-actualization and social responsibility, while the functional part focuses on the mastery of the discipline and the learning process. The discussion addresses the evolution of the value orientations in PHE programs between 1981 and 2003. The analysis of other school curricula from a value orientations perspective is suggested as an avenue for future research.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.003 |
| Science and technology studies | 0.005 | 0.004 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.017 | 0.001 |
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; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
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".