Barma, S., Deslandes, R., Cooper, A., & Voyer, S. (2021).  Four levels of collective and distributed participation:  from making sense of results to the emergence of contradictions.  6^th International Congress of ISCAR, online 5^th August 2021.

Barma, S.,  Deslandes R.,Voyer S., Cooper E.A. (2021). Parent participation in an innovative project in the context of legalization of marijuana.  6^th International Congress of ISCAR, online 5^th August 2021

Laferrière, T., Barma, S., Bernard, M-C., Trépanier, C., et Vincent, M-C. (2017). Boundary spanning among educational partners in the service of equality of opportunity. Paper presentation at the Annual meeting of the American Educational Research Association (AERA). San Antonio, Texas, April 27- May 1, 2017.

Barma, S. & Deslandes, R., Cooper, E.A. (2021). Supporting a school team by participating in a Change Laboratory for and with adolescents in the context of cannabis legalization in Canada.FERA        Conference on Education 2021.  13-14 November 2021.

Barma, S. et Plakitsi, K. (2017). STEM interactive symposium: challenging traditions in STEM research when crossing the CHAT landscape. Communication presented in the Symposium STEM. 5th International Congress of ISCAR. Québec, Canada, August to September.

Barma, S. (2017). Science teachers as mentors to their peers: the challenge of working over conflicting issues. Communication presented in Dionne & Jornet the Symposium X. 5th International Congress of ISCAR. Québec, Canada, August to September.

Deslandes, R. et Barma, S. (2017) Experiential Trajectory Change in the Approach Angle of Family-School Collaboration in the Context of Learning Assessment Practices

Deslandes, R. et Barma, S. (2017). The Challenge of Improving Homework Processes and Benefits: Insights from Two Intervention Research Sessions with Teachers and Parents of an Elementary School. Paper presented at the 11th biennial ERNAPE conference. University of Roehampton, London, UK, July 5th-7th 2017.

Barma, S., Lessard, A., Deslandes, R., et Bourdon, S. (2016). Planning and implementing two CL sessions to foster learning actions amongst participants. Communication presented in the Symposium on Transforming educators' mere work into collaborative practices to enhance learning. 7th Nordic International Society for Cultural historical Activity Research, Copenhagen, Denmark, June 16-18.

Lessard, A., Barma, S., Bourdon, S. et Ntebutse, J.-G. (2016). Taking the first step towards transforming collaborative practices: analysing data using cultural-historical activity theory. Communication presented in the Symposium on Transforming educators' mere work into collaborative practices to enhance learning. 7th Nordic International Society for Cultural historical Activity Research, Copenhagen, Denmark, June 16-18.

Deslandes, R. Barma, S., et Massé-Morneau, J. (2016). Generated conflicts in implementing new curricular reform teaching practices. Paper presentation at the International Conference on Education and New Developments, Ljubljana, Slovenia, June 12-14.

Barma, S., Deslandes, R., Hamel, C., Laferrière, T.,  et Larouche, C. (2016). Researchers’ activity systems: Identifying contradictions to the benefit of school learners. Regional Meeting Canada-United States of the International Society for Cultural-historical and Activity Research, April 13, Université Laval, Québec, Canada.

Deslandes, R., Barma, S., et Morneau, J. M. (2016). The role of the school community in dissonance with a paradigm shift in science teaching approaches.  Presented at 18th International Roundtable on School, Family, and Community Partnerships (INET), American Educational Research Association Meeting (AERA), Washington D.C. April 8th.

Deslandes, R. et Barma, S. (2016). Revisiting the challenges linked to parenting and home-school partnerships at the high school level. Communication at the American Educational Research Association Annual Meeting, Washington, April 8-12.

Barma, S., Vincent, M-C. et Massé-Morneau, J. (2015, September). Understanding the origins of concepts as tools for students: the rationality island as a promising model. Paper presented  in Barma, S. Symposium 1 “STEM in Science curriculum reforms and educational policies as a (co)-designed activity”. At the 2015 European Research Science Education Research Association Conference (ESERA). Helsinki, Finland. September 1^st 2015.

Deslandes, R. Barma, S. et Morin, L. (2015) Understanding Complex Relationships Between Teachers and Parents. Paper presented at 10th International Conference ERNAPE-ARTIC European Research Network about Parents in Education, UiT Arctic University of Norway, Tromsø, Nor­way. August 26, 2015

Barma, S. et Daniel, S. (2015). Contribution méthodologique à la création et à la mise en œuvre de jeux sérieux, réalité augmentée et apprentissage mobile. Conducted at the Intergenerational learning, life narratives and games. Silver Gaming Intergenerational Summer School (SGISS 2015). Québec, Canada. August 22^nd, 2015.

Daniel, S. et Barma, S. (2015). Design of a serious game based on augmented reality for electromagnetism learning at college. Conducted at the Intergenerational learning, life narratives and games. Silver Gaming Intergenerational Summer School (SGISS 2015). Québec, Canada. August 22^nd, 2015.

Deslandes, R. et Barma, S. (2014). Teacher-Parent Relations and the Change Lab Approach. In Laferrière, T. Symposium 17: Systemic analysis of innovative research and intervention: The CRIRES case. Conducted at the 4^th International Congress of ISCAR, Sydney, Australia. October 2^nd, 2014.

Gervais, F. & Barma, S. (2014). Theoretical underpinnings, context, and object-outcome. In Laferrière, T. Symposium 17: Systemic analysis of innovative research and intervention: The CRIRES case. Conducted at the 4^th International Congress of ISCAR, Sydney, Australia. October 2^nd, 2014.

Deslandes, R., Barma, S., Trépanier, C. & Manningham, S. (2014). School-community-NGO partnership and the change lab approach. In Laferrière, T. Symposium 17: Systemic analysis of innovative research and intervention: The CRIRES case. Conducted at the 4^th International Congress of ISCAR, Sydney, Australia. October 2^nd, 2014.

Barma, S. (2014). Motivations and contradictions faced by high school teachers as they integrate class-workshops to science education in order to give new meaning to scientific and technological concepts. InSymposium “STEM as a cultural historical approach to give new meaning to a sustainable society”. Conducted at the 4^th International Congress of ISCAR, Sydney, Australia. October 1^st, 2014

Barma, S., Vincent, M-C., Massé-Morneau, J. & Lacasse, M. (2014). Resolution of tensions and boundary crossing: engaging in talking about climate change in a Quebec secondary school.(Environmental science ed. project). Poster presented at the 4^th International Congress of ISCAR.  Sydney, Australia. October 3^rd, 2014.

Barma, S. (2014, août)Les futurs enseignants et les défis de leur faire formuler des questions porteuses en classe de science. Paper presented at the 18th Annual Knowledge Building Summer Institute. Québec, Canada. August 12^th, 2014.

Romero, M. & Barma, S. (2014). Serious Games opportunities for the primary education in Quebec. Gala Conference,  2014. Bucharest, Romania. July 3^rd, 2014.

Barma, S. Deslandes, R. Gagnon-Tremblay, A., (accepted).  La légalisation du cannabis au Canada :  perspectives historico-socioculturelles pour soutenir une intervention auprès d’adolescent.e.s québécois.  Présentation d’affiche au Tercer Congreso Mundial de Transdisciplinariedad. Mexico.  2 au 6 novembre 2021

Barma, S., Lacasse, M. (2013, September). Resolution of Tensions and Modelling of Emancipatory Transitional Actions by “Science and Technology of the Environment” in Quebec Secondary Schools. Paper presented in the symposium « Socio-cultural Approaches to STEM Education » at the 2013 European Research Science Education Research Association Conference, Nicosia, Cyprus. 2^nd September, 2013.

Barma, S., Lemieux, B., & Laferrière, T. (2013, July). Manifestations of Contradictions and Transitional Actions: Modelling an Organizational Change in an “Alternance” Cooperative Study Program. Paper presented in the 29^th EGOS Colloquium “Bridging Continents, Cultures and Worldviews”. Montréal, Canada. July 4^th, 2013.

Baribeau, A., Barma, S., Findell, S., Montminy-Sanschagrin, N. & Keita, Z. (15 novembre 2019). État des lieux sur le jugement professionnel d’évaluation au préscolaire, au primaire, au secondaire et en éducation des adultes. Association pour le développement des méthodologies d’évaluation en éducation (ADMÉE), Sherbrooke, Canada.

Lemieux, B., Barma, S. & Laferrière, T. (2013, July). CL-inspired formative intervention (FAST project) as a way to transform a learning environment. Poster presented at C-US, the Canada-United States ISCAR Regional Meeting, Quebec, Canada. July 2^nd, 2013.

Barma, S., & Lemieux, B. (2013, July). Double Stimulation and Chains of Actions to Document the Formation of Agency in FAST. Poster presented at C-US, the Canada-United States ISCAR Regional Meeting, Quebec, Canada. July 2^nd, 2013.

Barma, S.  Voyer, S. (2021).  Expansive resolution of conflicts of motives and boundary crossing activity by teachers.  STEM.  6^th International Congress of ISCAR, online 2^nd August 2021 (preconference day).

Lacasse, M., & Barma, S. (2013, July). Need state, tensions and modeling practice rooted in a socially environmental controversial issue. Poster presented at C-US, the Canada-United States ISCAR Regional Meeting, Quebec, Canada. July 2^nd, 2013.

Vincent, M.-C., & Barma, S. (2013, July). Proposing a theoretical analysis tool for reading the development of complex mathematics skills in Quebec Science and technology classes. Poster presented at C-US, the Canada-United States ISCAR Regional Meeting, Quebec, Canada. July 2^nd, 2013.

Massé-Morneau, J. & Barma, S. (2013, July). Manifestations of contradictions in secondary school students’ reading intentions and volition (Environmental science ed. project). Poster presented at C-US, the Canada-United States ISCAR Regional Meeting, Quebec, Canada. July 2^nd, 2013.

Allaire, S., Gervais, F, Barma, S., & Hamel, C. (2011, September). Collaborative Teaching, Learning, and Knowledge Building: The Case of the Remote Networked School Initiative. Paper presented at The International Society for Cultural and Activity Research (ISCAR), Rome, Italy. September 6^th, 2011

Barma, S. (2011, September). Planning, Producing and Reflecting on New Teaching and Learning Situations in the Context of Pedagogical Reform in Quebec: a Case Study, Poster presented at The International Society for Cultural and Activity Research (ISCAR), Rome, Italy. September 8^th, 2011

Power, M., Barma, S., & Daniel, S. (2011, June). Mind Your Game, Game Your Mind! Mobile Gaming for co-Constructing Knowledge. Paper presented at Ed-Media 2011. Lisbonne, Portugal. June 27^th, 2011.

Power, T.M., Daniel, S., Barma, S., & Harrap, R. (2010, October).Playing with Fire: Kindling Learning Through Mobile Gaming. Paper presented at 4^th European Conference on Games Based Learning, The Danish School of Education, University of Aarhus, Copenhague, Danemark. October 21^st, 2010.

Barma, S. & Deslandes, R. (2020, décembre). Community members supporting a school           team by participating in a Change Laboratory addressing a controversial issue.       FERA Conference on Education 2020.  15-16 décembre 2020.

Barma, S., Power, T.M., & Daniel, S.(2010, août). Réalité augmentée et jeu mobile pour une éducation aux sciences et à la technologie. Communication présentée dans le cadre du colloque Scientifique Ludovia 2010, Interactivité/interactions – Enjeux relationnels, Ax-les- Thermes, France. 25 août, 2010.

Barma, S. (2010, mai). Environnement d’apprentissage hybride en formation initiale des maîtres : planifier, produire et réfléchir dans le contexte de la production d’activités d’enseignement interdisciplinaires en enseignement des sciences. Communication présentée dans le cadre du colloque de l’Association Internationale de Pédagogie Universitaire (AIPU), Rabat, Maroc.  19 mai, 2010.

Barma, S.  Voyer, S. (2021).  Expansive resolution of conflicts of motives and boundary crossing activity by teachers.  STEM.  6^th International Congress of ISCAR, online 2^nd August 2021 (preconference day).

Hamel, C., & Barma, S. (2010, mai). L’intégration des savoirs pour une formation professionnelle de qualité. Communication présentée dans le cadre du colloque de l’Association Internationale de Pédagogie Universitaire (AIPU), Rabat, Maroc.  19 mai, 2010.

Barma, S. (2009, mai). Renouvellement des postures épistémologiques en éducation aux sciences et à l’environnement au secondaire au Québec : lecture socioculturelle du renouvellement de pratiques d’enseignants. Dans Bader, B. (Université Laval) & Girault, Y. (Muséum d’Histoire naturelle) Éducation aux sciences et éducation relative à l’environnement, Symposium réalisé dans le cadre du 5^e congrès mondial d’éducation relative à l’environnement, Montréal, Canada. 11 mai, 2009.

Barma, S. (2008, September). Expansive Learning as a Way to Innovate in High School Science Teaching in the Context of Educational Reform in Quebec. Presentation at the 2^nd  Congress of The International Society for Cultural and Activity Research (ISCAR), San Diego, USA. September 9^th, 2008.

Bader, B., Barma, S. et Thériault, G. (2007, août). Dimensions sociales des sciences et question climatique : conceptions de futurs enseignants du secondaire. Communication acceptée dans le cadre du congrès international de l’Actualité de la Recherche en Éducation et en Formation (AREF), Strasbourg, France. 31 août, 2007.

Barma, S., Shirley Findell, S.,Montminy-Sanschagrin, N., Binta Keita, N. (15 novembre 2019) Documenter l’existence d’une contradiction primaire dans les représentations d’enseignants de l’agir évaluatif. Association pour le développement des méthodologies d’évaluation en éducation (ADMÉE), Sherbrooke, Canada.

Barma, S. (2019, Juillet). Recadrer le rôle du chercheur dans l’accompagnement d’enseignants en formation continue : de la collaboration vers l’intervention. Rencontres internationales du réseau recherche éducation formation (REF). Toulouse, France. 8 au 11 juillet 2019.

Deslandes, R. et Barma, S. (2019, Septembre) Collaborative School-Family (S-F) Relationships using the Expansive Learning Cycle to Enhance Parents Empowering in Helping their Child in Literacy. Conférence ERNAPE. Gdansk, Poland. September 18-20

Barma S., Deslandes R., Voyer S., Dewailly C., Cooper E.A., Dubois A. & Turgeon-Dorion, O. (2019, Mars). Intervention in the context of controversial issues: engaging in collaborative work and co-design of activities for the science class. Conférence régionale ISCAR. Ioannina, Greece. 19-24 mars.

Houssin É., Romero M. & Barma, S. (2019, Mars). Unplugged computing climbing activities through the lens of Activity Theory. Conférence régionale ISCAR. Ioannina, Greece. 19-24 mars

Deslandes, R. & Barma, S. (2019, Mars). Exploring the Experimentation of Expansive Learning Actions in View of Improving Teachers-Parents Collaboration. Conférence à le National Taipei University of Education pendant the International Association for the study of cooperation in Education (IASCE), Taipei, Taïwan. 22-24 mars.

Barma, S. (2018, Octobre). Quelles mobilisations des enjeux de développement dans les interventions ergonomiques? Symposium présenté au 53^e congrès de la Société d’Ergonomie de Langue française (SELF), Bordeaux, France. 3- 5 octobre.

Barma, S. & Cooper E.A. (2018, Octobre) Creation of Zones of Proximal Development in the Teaching of Basic Concepts of Astronomy to Mentally Handicapped Children. Congress on mental health: meeting the needs of the XXI century, Moscou. 5-7 octobre.

Barma, S., Vincent, M.-C. & Voyer, S. (2018, juin). Retracing the experiential trajectory of Science and Technology teachers’ as they change the pattern of their teaching practice and engage in curriculum development. Session 1080: Unpacking ‘signs of learning’ in complex social environments: Desettling neoliberal market-driven educational methodologies, epistemologies and recognitions of learning. London, UK. 24^th juin, 2018.

Breuleux, A., Laferrière, T. Barma, S., Heo, G.M., Beck, S., Baradaran, N., & Vanlint, A. (2018, Juin). Open discussions of historical activity inquiry questions. International Conference of the Learning Sciences (ICLS). London, UK. 23-30 juin.

Deslandes, R. & Barma, S. (2018, Juin). The expansive Learning theory at the service of parent-teacher collaboration. International Conference on Education and New Developments (END 2018). Budapest, Hongrie. 23-25 juin.

Barma, S., Lessard, A. P., Laferrière, T. & Breuleux, A. (2018, Avril). Analysis of Participation in Educational Partnerships in Light of Activity Theory. Présentation faite pendant the Annual Meeting of the American Educational Research Association (AERA), New York City, NY. 13-17 avril.

Deslandes, R. & Barma, S. (2018, Mars). Other ways of looking at elementary school learning assessment practices aiming at enhancing family and school collaboration and resilience.  7th LAEMOS Colloquium on «Organizing for Resilience: Scholarship in Unsettled Times». Buenos Aires, Argentina. 21-24 mars.

Deslandes, R. & Barma, S. (2018, Mars) Other Ways of Looking at Elementary School Learning Assessment Practices Aiming at Enhancing Family and School Collaboration and Resilience. 7^th LAEMOS Conference. Buenos Aires, Argentina. 22-24 mars

Baribeau, A., Tremblay, M., Laferrière, T. & Barma, S. (2017, Novembre). Étude des tensions dans la pratique évaluative des apprentissages aux niveaux primaire, secondaire et à l’éducation aux adultes. Congrès de l’ADMEE-Canada, Québec, Canada.

Barma, S. & Zaretskii, V. (2017, Août). Russian Contribution to Vygotsky’s Heritage. Article présenté au Paper Session 1, part 2/2, 5th International Congress of ISCAR. Québec, Québec 28 août au 1^er septembre.

E. Cooper, A. & Barma, S. (2017, Août) A Look at Changes in Teaching Approaches at Medical School through the Lens of Activity Theory. Article présenté au Working Group, part of Round Table 18: CHAT and change in medical education at the university. 5^th International Congress of ISCAR, Québec, Québec, 28 août au 1^er septembre.

Sanabria-Zepeda, J. & Barma, S. (2017, Aout). Makerspace Practices at High School Level: STEAM Driven Experiences in Canadian and Mexican Curricula. Article présenté at Barma Symposium 175. 5th International Congress of ISCAR. Québec, Québec. 28 août au 1^er septembre.

Deslandes, R. et Barma, S. (2017, Juillet). The Challenge of Improving Homework Processes and Benefits: Insights from Two Intervention Research Sessions with Teachers and Parents of an Elementary School. Article présenté à la conférence 11th biennial ERNAPE. University of Roehampton, London, UK. 5-7 juillet.

Deblois, L. et Barma, S. (2017, Juin). Identification de contradictions dans l’activité d’enseignants du primaire devant la compétence à résoudre des problèmes mathématiques. Didactique Professionnelle – Quatrième Colloque International Entre pressions institutionnelles et autonomie du sujet : quelles analyses de l’activité en situation de travail en didactique professionnelle ? Université de Lille - Sciences et Technologies, Lille, France. 6 au 8 juin.

Sanabria-Zepeda, J. & Barma, S. (2017, Aout). Makerspace Practices at High School Level: STEAM Driven Experiences in Canadian and Mexican Curricula. Article présenté at Barma Symposium 175. 5th International Congress of ISCAR. Québec, Québec. 28 août au 1^er septembre.

Deblois, L. et Barma, S. (2017, Juin). Identification de contradictions dans l’activité d’enseignants du primaire devant la compétence à résoudre des problèmes mathématiques. Didactique Professionnelle – Quatrième Colloque International Entre pressions institutionnelles et autonomie du sujet : quelles analyses de l’activité en situation de travail en didactique professionnelle ? Université de Lille - Sciences et Technologies, Lille, France. 6 au 8 juin.

Deslandes, R. et Barma, S. (2017, Juillet). The Challenge of Improving Homework Processes and Benefits: Insights from Two Intervention Research Sessions with Teachers and Parents of an Elementary School. Article présenté à la conférence 11th biennial ERNAPE. University of Roehampton, London, UK. 5-7 juillet.