RDST, n°11/2015

Les cadres théoriques et méthodologiques

RDST - Recherches en didactique des sciences et des technologies

Dossier

Yann Lhoste, Christian Orange
Defining appropriate theoretical and methodological frameworks for research in science and technology éducation

Jérôme Santini, Patricia Crépin-Obert
Comparative Analysis of Geosciences. Classroom Sessions at Primary School. Problem Based-Learning and Teacher-Students' Joint Action

Andrée Tiberghien, Patrice Venturini
Connecting microscopic and mesoscopic levels in the analyses of classroom practices from videos

Manel Dhouibi, Patricia Schneeberger, Maryse Rebière
The study of scientific discourse: insight into the process of overcoming obstacles and didactic's prospect

Christine Couture, Liliane Dionne, Lorraine Savoie-Zajc Emmanuelle Aurousseau
Developing teaching in science and technology following which criteria and perpectives?

Varia

Mohamed Soudani, Jean-Loup Héraud, Olfa Soudani, Catherine Bruguière
Possible worlds and realistic fiction. Storybooks for modeling in science at primary school

Cécile de Hosson, Nicolas Décamp, Émilie Morand, Aline Robert
Approaching physics teachers' professional identity in higher education: a lever for initiating changes in teaching practices

Yann Lhoste
lien IdRef

: 134244060

Contributions:

Sylvain Doussot, Yann Lhoste

RDST, n°31/2025

Croisements avec les autres didactiques
Intersections between didactics approaches

After demonstrating the existence of cross-disciplinary research practices since the first issues of Aster, the dossier takes a historical approach to problematise the interactions between didactics from the 2000s onwards.

Joël Bisault, Yann Lhoste

RDST, n°22/2020

Les sciences et les technologies pour les élèves de 2 à 6 ans
Science and technology education for 2 to 6 year olds

Research on the scientific and technological education of very young pupils has been developing significantly in recent years in France and in other countries. However, this research is still limited compared to that on older pupils. The articles provide some answers in these three directions, and also point to questions that are still open;