The Tableau ST Project: Inspiring Francophone Teachers with Effective Science Practices


  • Liliane Dionne Université d'Ottawa Faculté d'éducation
  • Christine Couture Université du Québec à Chicoutimi
  • Lorraine Savoie-Zajc Université du Québec en Outaouais
  • Natascia Petringa University of Ottawa



Science and technology education, Best practices, Inquiry-based teaching, French teaching resources, Ontario, Quebec, Canada and Francophonie.


The Social Sciences and Humanities Research Council (SSHRC)-funded Tableau ST project involved two years of collaborative fieldwork with 19 francophone teachers and resulted in a repertoire of 53 effective science lessons and projects. To disseminate these resources, we designed an innovative, free-access website ( that provides ready-to-use lessons to elementary francophone teachers seeking to improve their teaching. For teachers, the website offers valuable and empowering tools to educate the science-literate citizens of the future. For scholars, the project, inspired by the Heart-Hands-Head model, sheds new light on the definition of what constitutes effective science-teaching practices. The collaboration with the teachers has also led to identifying three new criteria for effective practices.
Le projet Tableau ST, relié au site, est né d’une recherche participative qui a réuni chercheures et enseignants francophones pendant 2 ans, dans le but de disséminer plus d’une cinquantaine de pratiques gagnantes en sciences à l’élémentaire. Plusieurs critères contribuent à identifier les pratiques efficaces et parmi eux, l’apprentissage actif, le questionnement et le partage et la confrontation des preuves témoignent de la réflexivité des enseignants sur leurs pratiques en classe. Les critères gagnants agencés selon le modèle conceptuel Cœur-Mains-Tête pourront éventuellement servir à guider la pratique enseignante, mais aussi la formation des enseignants en didactique des sciences.

Elementary science and technology education; Effective science teaching; Tableau ST; Canada and Francophonie.
Enseignement des sciences et technologies à l’élémentaire; Pratiques gagnantes en sciences; Tableau ST; Canada et Francophonie.

Author Biographies

Liliane Dionne, Université d'Ottawa Faculté d'éducation

Liliane Dionne is an Associate Professor in the Faculty of Education at the University of Ottawa. She specializes in science and technology education and qualitative research methods applied to education. Principal researcher of the project and designer of the SSHRC-funded, Professor Dionne led all phases of the project with co-researchers and teachers. She worked in the field with the Ontario learning community to characterize and identify nearly forty effective practices in science that are shared on the website. Professor Dionne has been a researcher on four SSHRC-funded projects, two of which were as head researcher. Her scholarly publications on science education and learning communities are known both here and internationally.

Christine Couture, Université du Québec à Chicoutimi

Christine Couture is a Professor in the Department of Educational Sciences at the Université du Québec à Chicoutimi (UQAC). Specialist in science didactics and multi-age classes, she works mainly with a collaborative research approach. Co-researcher of the Tableau ST project, Professor Couture developed a conceptual framework to help characterize the selected criteria and focused on developing the twelve examples of practices with the Quebec teachers. The conceptual framework focuses on the establishment of learning communities for the development of science and technology practices and it mobilizes this expertise within other contexts (multiage classes; support models).

Lorraine Savoie-Zajc, Université du Québec en Outaouais

Professor Emeritus at the Université du Québec en Outaouais (UQO), Lorraine Savoie-Zajc is recognized for her expertise in educational research methods and with learning communities. She participated in the Tableau ST project by contributing more specifically as a senior project advisor, and in fieldwork with the learning community in Ontario. Author of numerous scholarly books and articles on the role of learning communities, action research and change in education, Professor Savoie-Zajc is internationally recognized for her work.

Natascia Petringa, University of Ottawa

Natascia Petringa is a second-year PhD Candidate at the University of Ottawa, currently studying under the thesis supervision of Prof Liliane Dionne. She has been a science teacher for 20+ years in Europe and shares a special interest in multimodal teaching practices in science, especially for English Language Learners (ELLs). Having been exposed to the TableauST project only two years ago, Natascia will assist the team of researchers in analyzing the use of the website projects and collecting feedback.




How to Cite

Dionne, L., Couture, C., Savoie-Zajc, L., & Petringa, N. (2019). The Tableau ST Project: Inspiring Francophone Teachers with Effective Science Practices. Alberta Journal of Educational Research, 65(4), 360–380.