Search results

The University of Namur and STÛV, a Namur-based company specializing in wood and pellet heating solutions, are celebrating ten years of fruitful collaboration. This partnership illustrates the importance of synergies between academia and industry to improve competitiveness and meet environmental challenges.

The IBAF Meetings have been organized since 2003, every two years since 2008, by the Ion Beams Division of the French Vacuum Society (SFV), the oldest national vacuum society in the world, which celebrated its 80th anniversary in 2025.As in previous editions, IBAF 2026 will offer a rich and varied program with guest lectures, oral and poster presentations, and technical sessions. All this will be complemented by an industrial presence to promote exchanges between research and innovation. The conference will cover a wide range of topics, from ion beam instruments and techniques to the physics of ion-matter interactions, including the analysis and modification of materials, applications in the life sciences, earth and environmental sciences, and heritage sciences. More information on the IBAF2026 website

AbstractIn CO2-rich atmospheres such as that of Venus, the study of water vapor requires the use of H2O collision parameters for CO2. However, due to a lack of data, models still use collision parameters for air to estimate the abundance of water vapor in this type of atmosphere. In this thesis, new experimental laboratory measurements of the collision parameters of H2O, HDO, and D2O by CO2 were carried out. These were then used as the basis for dedicated theoretical calculations. Their impact was evaluated using radiative transfer simulations applied to the atmosphere of Venus, under conditions close to those of future observations by the European EnVision mission. The results clearly show that using collision parameters for air instead of CO2 can lead to an overestimation of nearly 40% of the abundance of water vapor in the mesosphere and to inversion difficulties in the troposphere. This work thus provides essential elements for improving the spectral analysis of CO2-rich atmospheres.JuryDr. Ha TRAN (Sorbonne University), ChairProf. Muriel LEPÈRE (University of Namur), SecretaryDr. Emmanuel MARCQ (University of Versailles)Dr. David JACQUEMART (Sorbonne University)Dr. Laurence RÉGALIA (University of Reims)Dr. Séverine ROBERT (Royal Institute for Space Aeronomy, Belgium)

In line with its predecessors, ICEL 2026 will provide an excellent opportunity for the intellectual and social exchanges that keep our community closely connected. It will bring together participants from all over the world involved in the research, development, and manufacturing of emissive materials. A wide array of subjects will be explored, offering a comprehensive perspective on contemporary advances in these fields. We extend a warm invitation for the dissemination of recent breakthroughs in related topics, with a particular emphasis on fostering the active participation of young and motivated researchers.We especially expect to cover the following topics:Thermally Activated Delayed Fluorescence emittersRadical emittersOrganometallic complexesPerovskitesLasingCircularly polarized luminescenceLight emission from exciplexesGreen- and biophotonicsComputational modeling of light-emitting materialsAll practical information (registration, abstract submission, and accommodation) is available on the ICEL2026 website. Access the ICEL2026 website

Our keynote speakers for 2026 are Professor Roosmarijn Vandenbroucke (Ghent University) and Professor Nelly Litvak (Eindhoven University of Technology). More information on the "Women in Science" website

At UNamur, research is not confined to laboratories. From physics to political science, robotics, biodiversity, law, AI, and health, researchers collaborate daily with numerous stakeholders in society. The goal? Transform ideas into concrete solutions to address current challenges. 

Interdisciplinary collaboration with subject specialists is a key component in the didactics of "Languages for Specific Purposes" (LSP). For LSP teachers, this collaboration makes it possible to devise contextualized courses that integrate both linguistic objectives and disciplinary content. By basing their teaching on a thorough needs analysis, LSP teachers design tailor-made didactic content that precisely meets the communicative requirements of learners in their specialist field.However, the position of LSP teachers within the institution can sometimes make such collaborations less obvious; moreover, it is often LSP teachers who initiate and support exchanges. This workshop aims to deepen understanding of the aforementioned collaborative dynamics, with the aim of improving student learning outcomes by strengthening interdisciplinary connections and fostering an integrated didactic approach.

From its formal appearance in the 3rd year of general secondary education in FW-B, the chemistry course takes the form of a program detailing a series of contents to be taught. Within the framework of an internal didactic transposition specific to their activity, teachers are led to estimate their relative importance in the curriculum and to transform them. In the midst of a pandemic or following a prolonged absence, what content will teachers retain, adapt or delete?This research project proposes to study this prioritization of the content to be taught in the chemistry course by the teaching staff. More specifically, this paper focuses on the construction and analysis of a questionnaire investigating the organization of the main chapters (UAA) by chemistry teachers.

The program 2:00 pm | Keynote lecture on the use of AI in research - Hugues BERSINI, Professor at the Université libre de Bruxelles: "Can science be just data driven?" 3:00 pm | Presentations by UNamur researchers3:00 pm | Catherine Guirkinger: Use of AI in an economic history project3:15 pm | Nicolas Roy (PI: Alexandre Mayer): AI at the service of innovation in photonics and optics: revealing the secrets of scrolls through the classification of animal species15:25 | Nemanja Antonic (PI: Elio Tuci): An in silico representation of C. elegans collective behaviour<15h35 | Nicolas Franco : The benefits and dangers of "predicting the future" with covid-like machine learning models 15h45 | Michel Ajzen : Managerial and human implications of AI in organizations <15h55 | Robin Ghyselinck (PI : Bruno Dumas) : Deep Learning for endoscopy: towards next generation computer-aided diagnosis4:05 pm | Auguste Debroise (PI : Guilhem Cassan) : LLMs to measure the importance of stereotypes within gender representations in Hollywood films16h15 | Gabriel Dias De Carvalho : Learning practices in physics using generative AI16h25 | Sébastien Dujardin (PI : Catherine Linard) : Where Geography meets AI: A case study on mapping online flood conversations16h35 | Jeremy Dodeigne : LLMs in SHS: revolutionary tools in a Wild West Territory? Reflections on costs, transparency and open science16h45 | Antoinette Rouvroy : Governing AI in Democracy17h00 | Keynote lecture on ethics and guidelines to consider when using AI in research projects and writing research articles - Bettina BERENDT, Professor at KU Leuven18h00 | Benoît Frenay and Michaël Lobet : Creation of an IA scientific committee at UNamur18:10 | DrinkA certificate of attendance, worth 0.5 cross-disciplinary doctoral training credits, will be issued on request. Contact: secretariat.adre@unamur.beThis event is free of charge, but registration is required. I want to register

Conceptual field theory and didactic situation theory Two complementary theories for thinking about and organizing mathematical learningIn the first part of this talk, I'll propose an introductory situation in literal arithmetic (Barallobres & Giroux, 2008) that will enable me to introduce and illustrate the main concepts and methodological tools of the theory of didactic situations developed by Guy Brousseau (Brousseau, 1997; Bessot, 2024). In the second part, I will give a brief presentation of Gérard Vergnaud's theory of conceptual fields (Vergnaud, 1990; Durand-Guerrier and Saby, 2023), then show how this theory helps to shed further light on the introductory situation.The contributions of the anthropological theory of didactics The Anthropological Theory of Didactics (TAD, Chevallard, 2001) aims to explain why and how a given knowledge lives in a certain institution, and/or is transformed as it passes from one institution to another. This perspective and some of its evolutions will be presented and illustrated in this talk.Students' activities and teachers' practices in the mathematics classroom: analysis methodology with Activity TheoryIn this talk, we will present the founding assumptions of the Activity Theory framework adapted to the Didactics of Mathematics (TADM, Vandebrouck, 2008), showing how this theory gives importance to fine-grained analyses of mathematical knowledge to appreciate classroom developments. We will then exemplify some of these aspects on the teaching of limits at university (Bridoux and Grenier-Boley, 2024).BibliographyBarallobres, G., & Giroux, J. (2008). Environmental deficiencies and regulations in validation situations. N. In Berdnaz, & C. Mary (Eds). L'enseignement des mathématiques face aux défis de l'école et des communautés. Actes du colloque EMF 2006 (CD-ROM). Éditions du CRP https://emf.unige.ch/application/files/1414/5390/4857/EMF2006_GT8_Barallobres.pdfBessot, A. (2003). An introduction to the theory of didactic situations. Cahiers du laboratoire Leibniz, 91. hal-00078794Bridoux, S., & Grenier-Boley, N. (2024). What teaching practices should be used to introduce the limits of functions in the first year of university? A case study. In A. González-Martín, G. Gueudet, I. Florensa & N. Lombard (Eds.), Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024) (pp. 791-800). Escola Universitària de Sarrià. Univ. Autònoma de Barcelona and INDRUM.Brousseau, G. (1997). Théorie des situations didactiques. Lecture given at the award to Guy Brousseau of the title of Doctor Honoris Causa from the University of Montreal. http://www.cfem.asso.fr/actualites/archives/Brousseau.pdfChevallard, Y. (2001). Organizing study: 1. Structures and Functions. In J.-L. Dorier, M. Artaud, M. Artigue, R. Berthelot, & R. Floris Proceedings of the XIe École d'été de didactique des mathématiques. (pp. 3-32). Editions la Pensée Sauvage.Durand-Guerrier, V., & Nicolas Saby, N. (2023). Usages de la théorie des champs conceptuels en didactique des mathématiques. The example of transitivity. Caminhos da Educação Matemática em Revista, 13 (4),118-134. ⟨hal-04585866⟩Vandebrouck, F. (dir.) (2008). La classe de mathématiques: activités des élèves et pratiques des enseignants. OCTARES Éditions.Vergnaud, G. (1990). Conceptual field theory. Recherches en didactique des mathématiques, 10(2/3), 133-170. In practice Program18:00: Presentation by Viviane Durand-Guerrier 18:40: Presentation by Ghislaine Gueudet 19:20: Presentation by Nicolas Grenier-Boley and Stéphanie Bridoux20:00: Q&A around the three presentationsModalities Required registration via the PhD school website or direct link to the registration form.Or online participation link (via TEAMS).

Study of approaches to support orientation towards higher education developed at the end of secondary education as experienced by pupils who have become students.

Management Committee Co-President Valérie Henryvalerie.henry@unamur.be Co-President Jérémy Dehonjeremy.dehon@unamur.be IRDEN Secretariata Sarah DuvivierJeanick Pignolet info.irdena@unamur.be Discover the members Organization chart