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RDST, n°13/2016

Recherches sur l'école et ses partenaires scientifiques

Edited by Cora Cohen- Azria, Maryline Coquidé

RDST - Recherches en didactique des sciences et des technologies



Researches on School and its scientific partners

This document « Researches on School and its scientific partners » enables us to query the partnership practices and the ways in which educationalists problematize and invest this field. French education policy in France encourages teachers to develop partnerships with museums and centres for scientific culture, associations, universities, scientific laboratories...

Didactics researches have invested in these non-scholars areas. The term "scientific" that crosses the articles may however be questioned: what make these researches to be scientifics? Is it the fact that it is embodied (researcher or people working in that field) or the projects or devices used in the research?

The notion of partnership associates the idea of participation. It involves a possibility of initiatives and of autonomy of decision. It includes both a decision level of the institutions and a level of the actors. It is mainly stakeholder partnerships that have been studied in contributions of this file: researchers (in climatology, ecology, hydrogeology or evolutionary biology), PhD (in biology or in physics), computer programmers, industrials, engineering students, members of association... The contributions show us that the referred dimensions in partnerships can be varied. In fact, these dimensions are various (teaching, learning, exploration, awareness, mediatisation, education...). According to what is referred, the studied phenomena are different. Otherwise, a partnership connects spheres that are having their own logics, which allows to also revealing epistemological and sociological differences.