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.

• ISSN : 21106460

• 2 issues per year

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Yves Girault, Yann Lhoste

RDST, n°1/2010

Opinions et savoirs

Christian Buty, Ludovic Morge

RDST, n°10/2014

Énergies
Energies

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.

Yann Lhoste, Christian Orange

RDST, n°11/2015

Les cadres théoriques et méthodologiques

Patricia Marzin-Janvier, Isabelle Kermen

RDST, n°12/2015

L'expérimental en sciences, réel ou virtuel ?
Labwork in science, real or virtual?

The proposals included in this theme issue address the possible forms of empirical referent and the role of practical activities in science education learning. Another point study is the appropriation of the experimental approach by the students.

Maryline Coquidé, Cora Cohen- Azria

RDST, n°13/2016

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, ...

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

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.

Auteurs divers

RDST, N°16/2017

Varia

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.

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.

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

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