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RDST, n°24/2021

L'enseignement et l'apprentissage des sciences et des technologies dans l'enseignement supérieur

RDST - Recherches en didactique des sciences et des technologies

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, and which has since been less explored compared to the primary and secondary orders. Among the articles presented here, physical science is the most represented matter compared to biology. Two other disciplines are now being researched: chemistry and computer science. Along with an opening to explore more disciplines and institutions, there is a shift in focus. Whereas originally, in France, work in science didactics on higher education was mainly concerned with students, the majority of the articles in the dossier relate to teachers, and only one concerns students. The articles on teachers deal with themes that appeared very early in the research in science education: practical work and the experimental approach, models and modelling, digital technology, reference and teaching disciplines/practices. At the same time, the appropriation of tools from didactic research by teachers and their professional development appear.