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Journal : RDST - Recherches en didactique des sciences et des technologies

RDST is the result of the merging together of the research journals Aster and Didaskalia. With two issues a year comprising a project and a variety of articles, RDST is establishing itself as a French-language reference journal for research into the didactics of science and technology. The journal contributes to the production of didactic knowledge by providing a place for scientific debate about the teaching and learning of science and technology (from nursery school to university), the dissemination of scientific and technological knowledge and teacher-training in these fields.

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Jean-Marie Boilevin, Patrice Venturini
RDST, n°23/2021
État des recherches sur la formation des enseignants de sciences et de technologies
State of research on science and technology teacher education
No one disputes the need today for lifelong learning to cope with the quick changes in our societies and their ever-increasing complexity. Science and technology teachers are no exception to this, and their training partly conditions the gration of their pupils into the society in which they will live. This issue is devoted to this aspect.

Joël Bisault, Yann Lhoste
RDST, n°22/2020
Les sciences et les technologies pour les élèves de 2 à 6 ans
Science and technology education for 2 to 6 year olds
Research on the scientific and technological education of very young pupils has been developing significantly in recent years in France and in other countries. However, this research is still limited compared to that on older pupils. The articles provide some answers in these three directions, and also point to questions that are still open;

Joël Lebeaume, Abdelkarim Zaid, Nathalie Magneron
RDST, n°21/2020
Contenus et curricula
Contents and curricula
Curricular issues hold a paradoxical position within research in science and technology didactics.The articles in this special issue offer an overview, and aim to identify some characteristics, of didactic questions from various curricular perspectives.

Cécile (de) Hosson, Christian Orange
RDST, n°20/2019
Les résultats des recherches en didactique des sciences et des technologies : quelle validité et à quelles conditions ?
Research results in science and technology didactics: which validity and under which conditions?

Valérie Munier, Jean-Marc Lange
RDST, n°19/2019
Interdisciplinarités : rencontres entre les disciplines, enjeux, dispositifs, freins et leviers
Interdisciplinarity: confluence of disciplines, issues, devices, obstacles and levers
In a context where academic research issues and practices are shaking up the boundaries between disciplines and where educational institutions promote interdisciplinarity and multiply interdisciplinary devices, this issue aims to present current research in science and technology teaching concerning the confluence of disciplines.

Michèle d'ell Angelo-Sauvage, Magali Gallezot
RDST, n°18/2018
Vie, vivant, biodiversité
Life, living, biodiversity
The 6 articles of RDST n°18 invite to question the coherence and the relevance of the curricular choices concerning the teaching of living and biodiversity in the light of the multiple stakes concerning them and contribute to better understand their apprehension by the teachers.

Karine Bécu-Robinault, Christine Couture
RDST, n°17/2018
Chercheurs en didactique, enseignants et formateurs : perspectives et collaborations
Researchers, teachers and teacher-trainers in science and technology education : perspectives and collaborations
This file presents examples of collaborations involving researchers, teachers and teacher-trainers in different contexts of training and research. These contributions reflect the challenge of translating research results into didactics in practice.

Auteurs divers

Merce Izquierdo, Isabelle Kermen
RDST, n°15/2017
Connaissances professionnelles didactiques pour l'enseignement des sciences et des technologies
Didactical professional knowledge for sciences and technologies education
The aim, in this issue, is to make an inventory of French studies that deal with didactical knowledge involved by teachers at work when teaching sciences or technologies. The purpose is to describe this knowledge, characterize its development or promote it.

Laurence Maurines, Denise Orange-Ravachol
RDST, n°14/2016
Les sciences de la Terre et de l'Univers : spécificités et ouvertures
Earth and Universe sciences: particularities and further questioning paths
In what can the teaching and learning of the EUS (Earth and Universe sciences) be source of research for the didactics of the sciences? The issue is all the more necessary since the studies which relate to this science education field are few and for certain already ancient

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