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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.
Laurence Maurines
lien IdRef : 031358799

Contributions:
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Catherine Bruguière, Laurence Maurines
RDST, n°29/2024
La créativité dans l'enseignement et l'apprentissage des sciences et des technologies
Creativity in science and technology teaching and learning The creativity in the teaching and learning of science and technology
Considered as the result of a particular and integrative combination of factors characterizing the individual and the environment (past and present), creativity is a complex construct understood according to different approaches It is henceforth expected of teachers, including science teachers, to foster its development in their students.


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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


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