At the end of the course, students will be able to :
- describe and apply, in a given context, the theoretical frameworks covered in the thematic seminars and the inaugural course
Become familiar with the key concepts of subject didactics, including analytical frameworks, and put them to the test using prototypical examples from different subjects.
Examine a didactic issue in greater depth: transfer a special issue from a given discipline to another context (either in the source discipline or in another discipline)
Make links between the key concepts covered and observed or experienced teaching practice
The course consists of :
An introduction on the foundations of didactics which takes up the key concepts of subject didactics from major theories in the field (e.g. Brousseau's concept of discipline, Chevallard's TAD, Duval's semiotic registers, conceptual change, etc.).
A series of 6 thematic seminars which will address prototypical examples in six disciplines: chemistry, biology, physics, mathematics, languages, interdisciplinary.
A 3-hour seminar focused on supporting students' personal work.
The grade for this course consists of a written assignment (precise instructions and procedures are available on WebCampus) to be handed in at the end of each term. The assessment of this assignment is equivalent to 100% of the UE grade.
BROUSSEAU G. (1998). Théorie des situations didactiques : Didactique des mathématiques 1970-1990. Grenoble: La Pensée Sauvage.
CHEVALLARD Y. (1985/1991). La transposition didactique. Du savoir savant au savoir enseigné (2e éd. Revue et augmentée). Grenoble: La Pensée sauvage (lre éd., 1985).
DiSESSA A. (1988). Knowledge in pieces, dans Forman, George & Pufall, Peter, Constructivism in the computer age (p. 49-70). Hillsdale: Erlbaum.
JOHNSTONE A.H. (1991). Why is science difficult to learn? Things are seldom what they seem. Journal of Computer Assisted Learning, n°7, 75-83.
MORTIMER, E.F. (1995) Conceptual change or Conceptual Profile change ? Science Educator, n°4, 267–285.
REUTER Y., COHEN-AZRIA C., DAUNAY B., DELCAMBRE I. & LAHANIER-REUTER D. (2013). Dictionnaire des concepts fondamentaux des didactiques (3ème édition). Bruxelles: De Boeck.
THOUIN, M. (2014). Réaliser une recherche en didactique. Paris : Multimondes.
| Training | Study programme | Block | Credits | Mandatory |
|---|---|---|---|---|
| Specialised Master in the Training of Teachers | Standard | 0 | 3 | |
| Specialised Master in the Training of Teachers | Standard | 1 | 3 |