{"id":99,"date":"2016-11-23T11:31:16","date_gmt":"2016-11-23T10:31:16","guid":{"rendered":"https:\/\/icar.cnrs.fr\/membre\/flehebel\/?page_id=99"},"modified":"2026-03-13T11:18:04","modified_gmt":"2026-03-13T10:18:04","slug":"axes-de-recherche","status":"publish","type":"page","link":"https:\/\/icar.cnrs.fr\/membre\/flehebel\/axes-de-recherche\/","title":{"rendered":"Recherche"},"content":{"rendered":"<h1 style=\"text-align: center\">DOMAINES DE RECHERCHE ACTUELS<\/h1>\n<hr \/>\n<h2><strong>In\u00e9galit\u00e9s socio-scolaires dans l\u2019enseignement des sciences<\/strong><\/h2>\n<ul>\n<li>Liens contexte socio-\u00e9conomique et culturel de l\u2019\u00e9l\u00e8ve et sa compr\u00e9hension\/r\u00e9solution de t\u00e2ches relevant de la culture scientifique<\/li>\n<li>R\u00f4le de l\u2019enseignant dans la prise en charge de la diversit\u00e9 des \u00e9l\u00e8ves dans la classe de science<\/li>\n<li>Recherches inscrites dans un continuum d&rsquo;\u00e9chelles: des grandes enqu\u00eates internationales (PISA) \u00e0 l&rsquo;analyse fine de situations de classe.<\/li>\n<\/ul>\n<h2>Approche m\u00e9thodologique<\/h2>\n<ul>\n<li>qualitative (analyse de discours \u00e0 partir de films de classe)<\/li>\n<li>quantitative (statistique)<\/li>\n<li>interdisciplinaire<\/li>\n<\/ul>\n<h1 style=\"text-align: center\">PRINCIPAUX PROJETS DE RECHERCHE<\/h1>\n<hr \/>\n<ul>\n<li><strong>2023-2027 <\/strong>ANR POLARIS (Perception of risks and scientific Literacies Related to Ionizing radiationS \u2013 Didactique des sciences, psychologie sociale et m\u00e9decine (Reshape Lyon 1) (Resp. WP1)`<\/li>\n<li><strong>2022-2024<\/strong> In\u00e9galit\u00e9s socio-scolaires dans l\u2019apprentissage et l\u2019enseignement des sciences &#8211; Didactique, sociologie, psychologie (CRNL Lyon1), langage, &#8211; MITI (CNRS) -LLE Ens Lyon (Porteur).<\/li>\n<li><strong>2018-2020 <\/strong>Liens milieu socio-\u00e9conomico-culturel des \u00e9l\u00e8ves et r\u00e9solution de taches de science PISA. Convention avec la DEPP (Minist\u00e8re de l\u2019Education) (Porteur)<\/li>\n<li><strong>2019-2020<\/strong> Comparative study of Chinese and French students solving science task processes \u2013 JORISS Ens France \u2013 ECNU Chine (Co-Porteur avec Dr Guantian Zhu).<\/li>\n<li><strong>2017-2019<\/strong> HATARI \u2013 Hazard in Tanzanian Rift \u2013 financement INSU CNRS \u2013 (G\u00e9osciences, Didactique des Sciences, G\u00e9ographie)<\/li>\n<li><strong>2013-2017<\/strong> Projet Europ\u00e9en ASSIST-ME Assess Inquiry in Science Technology, and Mathematics Education (FP7 Science &amp; Society) (Resp. pour \u00e9quipe fran\u00e7aise ICAR)<\/li>\n<li><strong>2009-2012<\/strong> Projet europ\u00e9en S-TEAM Teacher Education Advanced Methods (FP7 Science &amp; Society) (participante ICAR)<\/li>\n<li><strong>2008-2010<\/strong> Projet ROSE (Relevance of Science Education) (Convention DEPP &#8211; Minist\u00e8re de l\u2019\u00c9ducation)<\/li>\n<li><strong>2007-2011<\/strong>:\u00a0 \u00a0\u00bb Enjeux et repr\u00e9sentations de la science, de la technologie et de leurs usages<em> \u00bb &#8211; <\/em>Financement R\u00e9gion Rh\u00f4ne Alpes &#8211; \u00a0(Porteur Axe 4 Cluster 14).<\/li>\n<\/ul>\n<h1 style=\"text-align: center\">RESPONSABILIT\u00c9S SCIENTIFIQUES ET INSTITUTIONNELLES<\/h1>\n<hr \/>\n<ul>\n<li><strong>2021\u2013 actuel <\/strong>Comit\u00e9 international experts PISA science 2025 (Oxford Univ. OECD).<\/li>\n<li><strong>2021\u2013 actuel <\/strong>Comit\u00e9 strat\u00e9gique ANR \u00c9quipement d\u2019excellence ESR\/EquipEx IDEE<\/li>\n<li><strong>2021-2023 <\/strong>Comit\u00e9 scientifique ESERA (European Science Education Research Association)<\/li>\n<li><strong>2020-2025<\/strong> Comit\u00e9 scientifique GDR interdisciplinaire Rift Africain (Formation\/ \u00c9ducation) CNRS<\/li>\n<li><strong>2020-2023<\/strong>\u00a0Comit\u00e9 national experts des \u00e9valuations CEDRE 2023 (cycle des \u00e9valuations disciplinaires r\u00e9alis\u00e9es sur \u00e9chantillon) (DEPP, Minist\u00e8re de l\u2019\u00c9ducation).<\/li>\n<li><strong>2018\u20132020<\/strong> Membre comit\u00e9 scientifique LEA Lieux \u00c9ducation Associ\u00e9s IFE &#8211; ENS Lyon.<br \/>\n<hr \/>\n<\/li>\n<\/ul>\n<ul>\n<li><strong>2021\u2013 actuel<\/strong> Responsable \u00e9quipe ADIS (Apprentissages, Didactiques, Interactions, Savoirs) ICAR \u2013 19 chercheurs permanents, 15 contractuels ( co-resp. J.F. Grassin)<\/li>\n<li><strong>2021 \u2013 actuel <\/strong>Membre \u00e9lue conseil de laboratoire ICAR<\/li>\n<li><strong>2015 \u2013 actuel<\/strong> Comit\u00e9 pilotage du Laboratoire de l\u2019\u00c9ducation (LLE ) ENS Lyon.<\/li>\n<\/ul>\n<h1 style=\"text-align: center\">\u00a0PUBLICATIONS<\/h1>\n<hr \/>\n<p>Le Hebel F. &amp; Fontanieu V. (2025) Cultural context and the development of students\u2019 na\u00efve and scientific knowledge: an example from volcanic processes. <em>International Journal of Science Education<\/em>, 1\u201322. <a href=\"https:\/\/doi.org\/10.1080\/09500693.2025.2604795\">https:\/\/doi.org\/10.1080\/09500693.2025.2604795<\/a>.<\/p>\n<p>Duclos, M., Le Hebel, F., Tiberghien, A., Caussarieu, A. et V. Fontanieu (2025) Construction of a scientific literacy assessment related to ionozing radiation: dual qualitative and quantitative approach. ESERA conference 2025<\/p>\n<p>Kaddour S., Le Hebel F., Cross, D. &amp; A. Tiberghien (2025) Analysis of discursive dynamics and types of knowledge mobilized in science classrooms and their potential to contribute to learning inequalities. ESERA conference 2025<\/p>\n<p>Le Hebel, F. (2025) Cultural context and the development of students&rsquo; intuitive conceptions and scientific knowledge: An example from volcanic processes. Symposium \u201cThe persistence and transformation of intuitive conceptions: Cognitive, instructional, and socio-cultural perspectives\u201d, Conf\u00e9rences Jean Piaget, <span class=\"hover:entity-accent entity-underline inline cursor-pointer align-baseline\"><span class=\"whitespace-normal\">Gen\u00e8ve<\/span><\/span>, 2025.<\/p>\n<p>Tiberghien, A &amp; F. Le Hebel (2024) R\u00e9flexions sur des objets de recherche en didactique des sciences dans une perspective d&rsquo;approches socio-didactiques, <em>Didactiques et Disciplines,<\/em> Vol 2, N\u00b04: Pour une approche socio-didactique des disciplines scolaires, 71-84. <a href=\"https:\/\/doi.org\/10.34874\/PRSM.dd-vol2iss4.50014\">https:\/\/doi.org\/10.34874\/PRSM.dd-vol2iss4.50014<\/a><\/p>\n<p>Job, P., Le Hebel F &amp; M. Schneider (2024). Deux approches contrast\u00e9es de l\u2019\u00e9valuation internationale PISA. <em>Annales de didactique et de Sciences Cognitives, 113-137 <\/em><span style=\"color: #99ccff\">https:\/\/doi.org\/10.4000\/11sg9<\/span><\/p>\n<p>Duclos M., Le Hebel F. &amp; A. Tiberghien (2023). Degrees of conceptualization of students according to their performance and sociocultural levels when carrying out scientific task: contribution of the analysis of gestures. <em>Added insights through video based analysis?\u00a0 what different frameworks can reveal <\/em>[symposium]. ESERA Conference 2023<\/p>\n<p>Le Hebel F. (2023) Influence du statut socio-\u00e9conomique et culturel sur la compr\u00e9hension de la culture scientifique : Approche quantitative et qualitative des donn\u00e9es PISA science. Conference \u00ab \u00c9ducation et In\u00e9galit\u00e9s \u00bb (RT CNRS \u00c9ducation) Paris.<\/p>\n<p>Le Hebel (2023) Que peuvent nous r\u00e9v\u00e9ler les \u00e9valuations internationales de la culture scientifique \u00e0 propos des in\u00e9galit\u00e9s socio-scolaires dans l\u2019apprentissage et l\u2019enseignement des sciences\u00a0? Conf\u00e9rence invit\u00e9e\u00a0 \u00ab Le printemps de la recherche en \u00c9ducation \u00bb Paris.<\/p>\n<p>Le Hebel, F. (2023). <em data-start=\"894\" data-end=\"973\">La culture scientifique : un concept flou \u2014 proposition d\u2019un cadre d\u2019analyse.<\/em>\u00a0ARCD, 2023, Gen\u00e8ve, Suisse.<\/p>\n<p>Osborne, J., Forbes, C., Neumann, K., Schiepe-Tiska, A., Duclos, M., Le Hebel, F., <em data-start=\"357\" data-end=\"365\">et al.<\/em> (2021). <em data-start=\"374\" data-end=\"434\">PISA 2015: What can science education learn from the data?<\/em> In O. Levrini et al. (Eds.), Engaging with Contemporary Challenges through Science Education Research (pp. 73-90). Springer. <a class=\"decorated-link cursor-pointer\" target=\"_new\" rel=\"noopener\" data-start=\"564\" data-end=\"607\">https:\/\/doi.org\/10.1007\/978-3-030-74490-8_7<\/a><\/p>\n<p>Duclos, M. &amp; Le Hebel F. et al. (2021). Elaboration d\u2019un mod\u00e8le de difficult\u00e9s de questions \u00e9valuant la culture scientifique des \u00e9l\u00e8ves, Education &amp; didactique, 15(3), 103-131.<span style=\"color: #99ccff\"> https:\/\/doi.org\/10.4000\/educationdidactique.9274<\/span><\/p>\n<p>Le Hebel F., Tiberghien, A., Montpied P., Fontanieu V. (2019). Teachers prediction of students\u2019 difficulties while solving a science inquiry task : example of PISA science item. <em>International Journal of Science Education, <\/em>41(11)<em>, <\/em>1517-1540. <span style=\"color: #99ccff\">https:\/\/doi.org\/10.1080\/09500693.2019.1615150<\/span><\/p>\n<p>Le Hebel F. et al. (2018). Students\u2019 perspectives on peer assessment. In Dolin, J. &amp; Evans (Eds<em>.) Transforming assessment \u2013 through an interplay between practice, research and policy. (<\/em>pp. 141-173) Springer <span style=\"color: #99ccff\">https:\/\/doi.org\/10.1007\/978\u20113\u2011319\u201163248\u20113_6<\/span><\/p>\n<p>Le Hebel F., Montpied P., Tiberghien A., Fontanieu V. (2017). Sources of difficulty in Assessment : Exemple of PISA Science items. <em>International Journal of Science Education<\/em>, 39(4), 468-487, <span style=\"color: #99ccff\">Doi 10.1080\/09500693.2017.<\/span><\/p>\n<p>Le Hebel F.., Montpied P., Moulin M., Tiberghien A., &amp; Vince J. (2016) Contribution of France (ICAR, Lyon) to WP5 (Trial implementation of Assessment) ASSIST-ME European Project (Assess Inquiry in Science, Technology and Mathematics Education).<\/p>\n<p>Le Hebel F., Montpied P., Tiberghien A (2016). Which answering strategies do low achievers use to solve PISA science items? In N. Papadouris, A. Hadjigeorgiou &amp; A. Constantinou (Eds.), <em>Insights from research in Science Teaching and learning <\/em>(pp. 237-252) Springer. <span style=\"color: #99ccff\">https:\/\/doi.org\/10.1007\/978\u20113\u2011319\u201120074\u20113_16<\/span><\/p>\n<p>Le Hebel F.., Montpied P., Moulin M., Tiberghien A., &amp; Vince J. (2015) Contribution of France (ICAR, Lyon) to WP4 (Design Assessment method) ASSIST-ME European Project (Assess Inquiry in Science, Technology and Mathematics Education).<\/p>\n<p>Lansigu C., Bosse V., Le Hebel F. (2014). Tools and methods to represent geological processes and geosites : Graphic and animated supports to popularize the meaning and value of geoheritage; <em>Geoheritage<\/em>, 6(2), 159-168. <span style=\"color: #99ccff\">https:\/\/doi.org\/10.1007\/s12371\u2011014\u20110101\u20114<\/span><\/p>\n<p>Le Hebel F., Montpied P., Fontanieu V. (2014) What can influence students\u2019 environmental attitudes ? Results from a study 15-year-old students in France ; 2014 ; <em>International Journal of Environmental and Science Education<\/em>, 9, 329-345. <span style=\"color: #99ccff\">https:\/\/doi.org\/10.12973\/ijese.2014.218<\/span><\/p>\n<p>Le Hebel F., Montpied P., Tiberghien A (2014). Which effective competencies do students use in PISA assessment of scientific literacy? In C. Brugui\u00e8re, A. Tiberghien &amp; P. Cl\u00e9ment (Eds.), ESERA 2011 <em>Selected Contributions. Topics and trends in current science education.<\/em> (vol. 9, p. 273-289).\u00a0 Springer<span style=\"color: #99ccff\">. https:\/\/doi.org\/10.1007\/978\u201194\u2011007\u20117281\u20116_17<\/span><\/p>\n<p>Le Hebel F.., Montpied P., Fontanieu V. (2014). Les attitudes des \u00e9l\u00e8ves de 15 ans en France \u00e0 propos des sciences; <em>Recherches en didactique des sciences et des techniques<\/em>, vol.10, pp. 183-212 <span style=\"color: #99ccff\">https:\/\/doi.org\/10.4000\/rdst.950<\/span><\/p>\n<p>Le Hebel F., Tiberghien A., El Hage, S., Montpied P. &amp; S. Copp\u00e9. (2013). Contribution of France (ICAR, Lyon) to WP2 (Synthesize Existing Research) ASSIST-ME European Project (Assess Inquiry in Science, Technology and Mathematics Education).<\/p>\n<p>Le Hebel F.., Montpied P., Tiberghien A. (2012) Analyse des r\u00e9ponses d\u2019\u00e9l\u00e8ves lors de l\u2019\u00e9valuation de la culture scientifique par PISA en France ; 2012 ; <em>Recherches en Didactique\u00a0<\/em>; 14, 65-84. <span style=\"color: #99ccff\">https:\/\/www.cairn.info\/revue-recherches-en-didactiques-2012-2-page-65.htm<\/span><\/p>\n<p>Montpied P., Le Hebel F. &amp; A. Tiberghien (2011) Dimensions of scientific Literacy in France, Rapport projet europ\u00e9en S-TEAM (<a href=\"http:\/\/www.s-teamproject.eu\">http:\/\/www.s-teamproject.eu<\/a>)<\/p>\n<hr \/>\n<p>Le Hebel F., Fourcade S., Boiron M.C., Cathelineau M., Capdevila R., &amp; Gapais D. (2007). Fluid history during burial and exhumation of an oil paleo-reservoir (mylonitic metavolcanics, France). <em>American Journal of Sciences<\/em>, Vol 307 (9) pp 1096-1125.<span style=\"color: #99ccff\"> https:\/\/doi.org\/10.2475\/09.2007.03<\/span><\/p>\n<p>Le Hebel F., Gapais D., Fourcade S. &amp; Capdevila R. (2002) Fluid-assisted large strains in a crustal-scale d\u00e9collement (Hercynian Belt of South Brittany, France) In S. de Meer, M.R. Drury, J.H.P. de Bresser &amp; G.M. Pennock (eds). 2002, Deformation Mechanisms, Rheology and Tectonics: Current Status and Future Perspective. <em>Geological Society of London<\/em>,\u00a0 200, 85-101.<span style=\"color: #99ccff\">https:\/\/doi.org\/10.1144\/GSL.SP.2001.200.01.06<\/span><\/p>\n<p>Le Hebel F.<strong>,<\/strong> Vidal O., Kienast J.R. &amp; Gapais D. (2002). Les Porphyro\u00efdes de Bretagne m\u00e9ridionale : une unit\u00e9 HP-BT dans la cha\u00eene hercynienne, C.R. G\u00e9oscience, 2002, 334, 205-211.<span style=\"color: #99ccff\">https:\/\/doi.org\/10.1016\/S1631-0713(02)01732-0<\/span><\/p>\n<p>Le Hebel F., Fourcade S., Gapais D., et al. (2000). Fluid-assisted spreading of thickened continental crust: Preliminary data from the Variscan belt of South Brittany (France). J<em>ournal. of Geochemical Exploration<\/em>, 69-70, 561-564<span style=\"color: #99ccff\">.https:\/\/doi.org\/10.1016\/S0375-6742(00)00121-7<\/span><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>DOMAINES DE RECHERCHE ACTUELS In\u00e9galit\u00e9s socio-scolaires dans l\u2019enseignement des sciences Liens contexte socio-\u00e9conomique et culturel de l\u2019\u00e9l\u00e8ve et sa compr\u00e9hension\/r\u00e9solution de t\u00e2ches relevant de la culture scientifique R\u00f4le de l\u2019enseignant dans la prise en charge de la diversit\u00e9 des \u00e9l\u00e8ves &hellip; <a href=\"https:\/\/icar.cnrs.fr\/membre\/flehebel\/axes-de-recherche\/\">Continuer la lecture <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-99","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/icar.cnrs.fr\/membre\/flehebel\/wp-json\/wp\/v2\/pages\/99","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/icar.cnrs.fr\/membre\/flehebel\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/icar.cnrs.fr\/membre\/flehebel\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/icar.cnrs.fr\/membre\/flehebel\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/icar.cnrs.fr\/membre\/flehebel\/wp-json\/wp\/v2\/comments?post=99"}],"version-history":[{"count":33,"href":"https:\/\/icar.cnrs.fr\/membre\/flehebel\/wp-json\/wp\/v2\/pages\/99\/revisions"}],"predecessor-version":[{"id":223,"href":"https:\/\/icar.cnrs.fr\/membre\/flehebel\/wp-json\/wp\/v2\/pages\/99\/revisions\/223"}],"wp:attachment":[{"href":"https:\/\/icar.cnrs.fr\/membre\/flehebel\/wp-json\/wp\/v2\/media?parent=99"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}