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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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.

Nicolas Hervé, Patricia Marzin-Janvier

RDST, n°30/2024

L'éducation au changement climatique
Climate Change Education

The aim of the RDST 30 is to review research on climate change education, in order to understand how science and technology education fits into this landscape.

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.

Manuel Bächtold, Magali Fuchs-Gallezot

RDST, n°28/2023

Esprit critique et enseignement des sciences et des technologies
Critical thinking and science and technology education

In a context of strong institutional pressure to practise and develop critical thinking in the teaching of science and technology, the RDST editorial board felt it appropriate to examine research in the field of science and technology education on this subject.

Nicolas Décamp, Denise Orange-Ravachol

RDST, n°27/2023

L'évaluation et l'enseignement des sciences et des technologies
Assessment and teaching of science and technologies

The question of evaluation is particularly present and lively in educational systems. Yet, paradoxically, it does not appear to be a subject of primary importance in science and technology education research. This issue of RDST attempts to take stock of what this research has to say on this subject.

Eric Bruillard, Martine Paindorge

RDST, n°26/2022

Les ressources pour l'enseignement des sciences et des technologies
Resources for science and technology education

This issue is interesting to a didactic approach to the educational resources that science or technology teachers use or design. Three articles focus on the work that teachers do on and with resources and the perception they have of them.

David Cross, Isabelle Kermen

RDST, n°25/2022

Varia

Laurence Maurines, Patricia Marzin-Janvier

RDST, n°24/2021

L'enseignement et l'apprentissage des sciences et des technologies dans l'enseignement supérieur
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.

Patrice Venturini, Jean-Marie Boilevin

RDST, n°23/2021

État des recherches sur la formation des enseignants de sciences et de technologies
State of research on science and technology teacher education

No one disputes the need today for lifelong learning to cope with the quick changes in our societies and their ever-increasing complexity. Science and technology teachers are no exception to this, and their training partly conditions the gration of their pupils into the society in which they will live. This issue is devoted to this aspect.

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;

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