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To remedy the problems of science teaching in francophone minority communities in Canada, we propose an “experiential” approach to train future science teachers. In this regard, our research aims to conceive and identify the conditions for implementing such experiential training, as well as evaluate its effect on the development of science teaching skills, as part of a collaboration between a university education faculty and two high schools in a French minority environment. The experiential approach had been implemented in one physics education course in a teacher training program taught in a Canadian university. To assess the achievement of our research objectives, we used qualitative methods, following a design research model. We report here on the results of the second phase of a three phases design research process. As for the implantation in local minority settings, some key findings are reported here from the second phase. Finally, we conclude by stating advantages and limits of our research.

journal of physics. conference series

Study of the implantation of an experiential approach to science teachers’ training in Francophone minority communities: results from the second phase of a three phases design research