Publications dans des revues internationales ou nationales avec comité de lecture et répertoriées par l’AERES
LE HEBEL F, FONTANIEU V (subm) Influence of the socio-cultural context on students’naïve knowledge : Example of Tanzanian students’understanding of volcanic and seismic processes and risks. ( International Journal of science education)
DUCLOS, M., LE HEBEL F, TIBERGHIEN, A., MONTPIED, P. (2023, soumis) Influence of Characteristics of socio-economico-cultural status and performance level on task achievement in sciences: Case of PISA science 2015 in France (Studies in science Education).
DUCLOS, M., LE HEBEL F, TIBERGHIEN, A., MONTPIED, P. (2021). Elaboration d’un modèle de difficulté de questions évaluant la culture scientifique des élèves. Education et Didactique,15(15‑3), 103‑131. https://doi.org/10.4000/educationdidactique.9274 ⟨hal-03891345⟩
JOB, P., LE HEBEL F & M. SCHNEIDER (2024, à paraître). Deux approches contrastées de l’évaluation internationale PISA. Annales de didactique et de Sciences Cognitives
LE HEBEL F., TIBERGHIEN, A., MONTPIED P., FONTANIEU V. (2019). Teachers prediction of students’ difficulties while solving a science inquiry task : example of PISA science item. International Journal of Science Education, 41 :11, 1-24. DOI: 10.1080/09500693.2019.
LE HEBEL F., MONTPIED P., TIBERGHIEN, A., FONTANIEU V. (2017). Sources of difficulty in Assessment : Exemple of PISA Science items. International Journal of Science Education, 39:4, 468-487, DOI: 10.1080/09500693.2017.
LE HEBEL F., MONTPIED P., FONTANIEU V. (2014). Les attitudes des élèves de 15 ans en France à propos des sciences; Recherches en didactique des sciences et des techniques, vol.10, pp. 183-212.
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; Geoheritage, 6(2), 159-168.
LE HEBEL F., MONTPIED P., FONTANIEU V. (2014) What can influence students’ environmental attitudes ? Results from a study 15-year-old students in France ; 2014 ; International Journal of Environmental and Science Education, 9, 329-345.
LE HEBEL F., MONTPIED P., TIBERGHIEN A. (2012) Analyse des réponses d’élèves lors de l’évaluation de la culture scientifique par PISA en France ; 2012 ; Recherches en Didactique ; 14, 65-84.
LE HEBEL F., FOURCADE S., BOIRON M.C., CATHELINEAU M., CAPDEVILA R., & GAPAIS D. (2007). Fluid history during burial and exhumation of an oil paleo-reservoir (mylonitic metavolcanics, Vendée, France). American Journal of Sciences, Vol 307, N°9, pp 1096-1125.
LE HEBEL F., VIDAL O., KIENAST J.R. & GAPAIS D. (2002). Les Porphyroïdes de Bretagne méridionale : une unité HP-BT dans la chaîne hercynienne, C.R. Géoscience, 2002, 334, 205-211.
LE HEBEL F., GAPAIS D., FOURCADE S. & CAPDEVILA R. (2002) Fluid-assisted large strains in a crustal-scale décollement (Hercynian Belt of South Brittany, France). édité par S. de Meer, M.R. Drury, J.H.P. de Bresser & G.M. Pennock (eds). 2002, Deformation Mechanisms, Rheology and Tectonics : Current Status and Future Perspective. Geological Society of London, Special Publication n°200, 85-101.
LE HEBEL F., FOURCADE S., GAPAIS D., MARIGNAC C., CAPDEVILA R. & MARTINEAU F. (2000) Fluid-assisted spreading of thickened continental crust : Preliminary data from the Variscan belt of South Brittany (France). Journal of Geochemical Exploration, Vol 69-70, 561-564.
Ouvrages ou chapitres d’ouvrage (OS)
LE HEBEL, F. (2021) « Contexte culturel et compréhension de la culture scientifique par les élèves », note de synthèse, Habilitation à diriger les recherches, École normale supérieure de Lyon, volume 1, 418 p.
OSBORNE, J., FORBES, C., NEUMAN, K., SCHIEPE-TISKA, A., DUCLOS, M., LE HEBEL F, TIBERGHIEN, A., MONTPIED, P. FONTANIEU V., DOZIER, S., AZZOLINI, D., BAZOLI, N., VERGOLINI, L. (2021) PISA 2015: What can science education learn from the data? In Levrini O., Tasquier G., Amin, T., Branchetti, L. & Levin, M. (Eds.). Engaging with contemporary challenges through science education research. pp 79-90. Dordrecht: Springer⟨hal-03934176⟩
LE HEBEL F., CONSTANTINOU, C., HOSPESOVA, A., GROB, R., HOLMEIER, M., MONTPIED, P., MOULIN, M., PETR, J., ROKOS, L., STUCHLIKOVA, I., TIBERGHIEN, A., TSIVITANIDOU, O., & I. ZLABKOVA (2017b). Students’ perspectives on peer assessment. In Dolin, J., Evans, (Eds.) Transforming assessment – through an interplay between practice, research and policy. Dordrecht : Springer
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 & A. Constantinou (Eds.), ESERA 2013 Selected Contributions. Insights from research in Science Teaching and learning (p. 237-252). Dortrecht: Springer.
LE HEBEL F., MONTPIED P., TIBERGHIEN A (2014). Which effective competencies do students use in PISA assessment of scientific literacy? In C. Bruguière, A. Tiberghien & P. Clément (Eds.), ESERA 2011 Selected Contributions. Topics and trends in current science education. (vol. 9, p. 273-289). Dortrecht: Springer.
Communications nationales et internationales avec actes (ACT)
LE HEBEL, F. & V. FONTANIEU (2019). Influence of the socio-cultural context on students’naïve knowledge : Example of Tanzanian students’understanding of volcanic and seismic processes and risks. Conference of the European Science Education Research Association. Proceedings of the ESERA Conference 2019, Bologne, Italie.
Duclos, M., Le Hebel, F., Tiberghien, A., Montpied, P., Fontanieu, V. (2019, August). Possible characteristics of PISA Science items discriminating students’ performance according to their socio-economico-cultural level and their academic level. Communication to Symposium PISA 2015: What can science education learn from the data? 13th Conference of the European Science Education Research Association (ESERA), Bologna, Italy. ⟨hal-03947429⟩
DUCLOS, M., LE HEBEL F.., NOVECK, I., MONTPIED, P., TIBERGHIEN A., VAN DER HENST, J.-B., & JAYEZ, J. (2018). PISA science item difficulties according to socio- economical-cultural level. In Finlayson, O.E., McLoughlin, E., Erduran, S., & Childs, P. (Eds.), Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration in Science Education, Part 11 (co-ed. Jens Dolin), (pp. 1498‐1509). Dublin, Ireland: Dublin City University. ISBN 978-1- 873769-84-3⟨hal-02105072⟩
DUCLOS, M., LE HEBEL F, MONTPIED, P. TIBERGHIEN, A., FONTANIEU, V., NOVECK, I., VAN DER HENST, J.B., & JAYEZ, J. (2018) Quelles caractéristiques des tâches de science discriminent la performance des élèves en fonction de leur niveau socio-économique et culturel ? Association pour la Recherche en Didactique des Sciences et des Technologies, Saint-Malo, France.
DUCLOS, M., LE HEBEL F, MONTPIED, P. TIBERGHIEN, A., FONTANIEU, V., NOVECK, I., VAN DER HENST, J.B., & JAYEZ, J. (2018) Characteristics of PISA science items according to performance gap of socio-economic-cultural groups. Conference of American Educational Research Association 2018, New York, USA.⟨hal-03946743⟩
LE HEBEL, F. (2017) Peer assessment in developing students’understanding. Communication to the Symposium Perspectives on peer assessment in inquiry teaching: Results from the European project ASSIST-ME (organization and Chairperson : F. Le Hebel), in 12th biannual Conference of the European Science Education Research Association. Proceedings of the ESERA Conference 2017, Dublin, Irelande.
TIBERGHIEN, A. & F. LE HEBEL (2017) PISA 2015, the French Case. Communication to the invited Symposium PISA 2015: An Analysis of the Findings for 4 Countries and the Implications for Policy and Practice in 12th biannual Conference of the European Science Education Research Association. Proceedings of the ESERA Conference 2017, Dublin, Irelande.
DUCLOS, M., LE HEBEL F, NOVECK, I., MONTPIED, P. TIBERGHIEN, A., VAN DER HENST, J.B., & JAYEZ, J. (2017). PISA science item difficulties according to socio-economical-cultural level ; Poster in1 2th biannual Conference of the European Science Education Research Association. Proceedings of the ESERA Conference 2017, Dublin, Irelande.
MONTPIED, P., MOULIN, M., TIBERGHIEN, A., LE HEBEL, F. et B. URGELLI (2016). Contribution d’une évaluation formative pour le développement du savoir dans la classe : le cas de l’évaluation par les pairs. Association pour la Recherche en Didactique des Sciences et des Technologies, Lens, France.
MOULIN, M., TIBERGHIEN, A., LE HEBEL F. (2015). Peer-assessment: Relation between un/success in the task and un/ability to assess classmates’written work. In 11th biannual Conference of the European Science Education Research Association. Proceedings of the ESERA Conference 2015. Helsinki, Finland.
LE HEBEL F., MONTPIED, P. (2014) Assess Inquiry in Geoscience Education. International Geoscience Education Organization, India Hyderabad.
EL HAGE S., LE HEBEL F., TIBERGHIEN A. & COPPE S. (2014). Identifier l’évaluation formative en classe. Acte dans le 26ème colloque de l’association pour le développement des méthodologies d’évaluation en éducation. Association pour le développement des méthodologies d’évaluation en éducation – Europe, Marrakech, Maroc.
LE HEBEL, F., MONTPIED, P. & A. TIBERGHIEN (2014). Anticipation des enseignants sur les compétences et difficultés des élèves sur des questions d’évaluation de la culture scientifique. Association pour la Recherche en Didactique des Sciences et des Technologies Marseille, France.
LE HEBEL, F., MONTPIED, P. & A. TIBERGHIEN (2014). Complexité et difficulté des items de science dans l’évaluation PISA. Association pour le développement des méthodologies d’évaluation en éducation, Marrakech, Maroc.
EL HAGE, S., LE HEBEL F., COPPE, S. & A. TIBERGHIEN (2014). Identifier l’évaluation formative en classe. ADMEE Association pour le développement des méthodologies d’évaluation en éducation. Marrakech, Maroc.
LE HEBEL, F.,TIBERGHIEN, A. & P. MONTPIED, (2013). Sources of difficulties in Pisa science items. Proceedings of the ESERA Conference 2013. Nicosia, Chypre.
LE HEBEL, F., MONTPIED, P. & V. FONTANIEU (2012). Analyses complémentaires de l’évaluation de la culture scientifique dans le cadre de PISA pour les élèves français. Association pour la Recherche en Didactique des Sciences et des Technologies. Bordeaux, France.
LE HEBEL, F., MONTPIED, P. & A. TIBERGHIEN (2011). Which effective competencies do students use in PISA assessment of scientific literacy? Proceedings of the ESERA Conference 2011, Lyon, France.
MONTPIED, P., LE HEBEL, F., & B. EVANS (2011). Scientific literacy in France science education: the different voices determining its development. Proceedings of the ESERA Conference 2011, Lyon, France.
MONTPIED, P & F. LE HEBEL (2011). Students’ profiles of interest for Scientific Literacy related subjects : how the students percieve their environments. . Proceedings of the ESERA Conference 2011. Lyon, France.
[COM] LE HEBEL, F., MONTPIED, P. & V. FONTANIEU (2011). Students Environmental Attitudes: Links with interest in Environmental-Related Topics, Out-Of-School activities and the Future Job, National Association for Research in Science Teaching. Orlando, USA.
LE HEBEL, F., MONTPIED, P. & V. FONTANIEU (2010).Students’ attitudes toward the environment: The results of the French secondary school students survey. in Dolinšek, S. & Lyons, T. (Eds). Socio-cultural and Human Values in Science and Technology Education. conference proceeedings, XIV International Organisation for Science et Technology Education Symposium. Bled, Slovenia.
LE HEBEL, F., MONTPIED, P., P. & A. TIBERGHIEN (2010). Quelles compétences effectives sont soumises par les élèves dans l’évaluation de la culture scientifique dans le cadre de PISA?. Association de la Recherche en Education et en Formation. Genève, Suisse.
LE HEBEL, F., MONTPIED, P. & V. FONTANIEU (2010.) Links between students’ attitudes toward environment and their interests in geoscience topics. International Geoscience Education Organisation, Johannesburg, South Africa.
LE HEBEL F. MONTPIED P. (2009). Who are the girls who want to work in science? Results from the international survey ROSE (Relevance of Science Education) in France. «ESERA 2009»; Istambul, Turquie.
LE HEBEL F. MONTPIED P. TIBERGHIEN A. (2009). Interpreting French students difficulties in PISA science evaluation; PISA research conference; Kiel, Allemagne.
Rapports projets européens :
LE HEBEL F., MONTPIED P., MOULIN M., TIBERGHIEN A., & 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).
LE HEBEL F., MONTPIED P., MOULIN M., TIBERGHIEN A., & 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).
LE HEBEL F., COPPE S., EL HAGE, S., MONTPIED P. & S. COPPE. (2013). Contribution of France (ICAR, Lyon) to WP2 (Synthesize Existing Research) ASSIST-ME European Project (Assess Inquiry in Science, Technology and Mathematics Education).
MONTPIED P., LE HEBEL F. & TIBERGHIEN A. (2011). Dimensions of scientific Literacy in France, Rapport projet européen S-TEAM (http://www.s-teamproject.eu)