ENS Éditions : RDST - Recherches en didactique des sciences et des technologies (English)

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.

• 2 issues per year

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Eric Bruillard

RDST, n°26/2022

Les ressources pour l'enseignement des sciences et des technologies
Resources for science and technology education

This issue is interesting to a didactic approach to the educational resources that science or technology teachers use or design. Three articles focus on the work that teachers do on and with resources and the perception they have of them.

David Cross, Isabelle Kermen

RDST, n°25/2022

Varia

Isabelle Kermen, Yann Lhoste

RDST, n°24/2021

L'enseignement et l'apprentissage des sciences et des technologies dans l'enseignement supérieur
Teaching and learning science and technologies in higher education

When teaching science in higher education is facing important challenges and is undergoing profound changes, and when it is the focus of questioning by both practitioners and educational researchers, this issue returns to an order of education in which didactics has been interested since its emergence.

Patrice Venturini, Jean-Marie Boilevin

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 Dell'Angelo-Sauvage, Magali Fuchs-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.

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