La progression dans la lecture des textes littéraires
The progression in teaching and learning to read literary texts
The nine contributions gathered here focus on the progression of teaching and learning to read literary texts by questioning the methodological choices relating to this object of study and reporting new research results. Particular attention is paid to the comparative, and even international, approach to effective classroom practices.
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.
Construire la compétence lexicale : quelles avancées vers le réemploi aujourd'hui ?
Build the lexical competence: what progress towards re-employment today?
Repères 61, "Building lexical competence. What progress towards re-use today?", presents articles which question the teaching-learning of the lexicon, from nursery school to university, in first, second or foreign language, in view of the fundamental question of re-use for the didactics of lexicon.
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?
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.
Recherches sur l'école et ses partenaires scientifiques
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, ...
Revue française de pédagogie, n°188/2014
Sociologie et didactiques : traverser les frontières
Sociology and didactics : crossing boundaries
The benefit of connecting sociology and didactics is increasingly evident to education observers. The present issue, drawn from an international conference held at the Haute école pédagogique (Teacher Training College) of Lausanne in 2012, examines the possibilities of connecting the two areas of studies and the constraints this implies.
The aim of this issue is to inventory the current trend of research, and to compare the meanings linked to this term 'energy' in the scientific disciplinary fields or in the ‘education to’ that use it, together with the didactical approaches.