 | Study programme 2019-2020 | Français | |
| Didactics of Science, History, Geography and Art (seminar) | |||
Learning Activity |
| Code | Lecturer(s) | Associate Lecturer(s) | Subsitute Lecturer(s) et other(s) | Establishment |
|---|---|---|---|---|
| P-SEMF-084 |
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| Language of instruction | Language of assessment | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Term |
|---|---|---|---|---|---|---|---|
| Français | Français | 0 | 20 | 0 | 0 | 0 | Q1 |
| Organisational online arrangements for the end of Q3 2019-2020 assessments (Covid-19) |
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| Description of the modifications to the Q3 2019-2020 online assessment procedures (Covid-19) |
| Individual written work in the form of a reflexive report on the development and evaluation of a teaching-learning sequence in the field of early learning disciplines is expected. Building on the courses given in the first term, this reflexive report is made up of 5 parts: 1> Theoretical framework 2> Reflexive report in three parts: - a priori report - in situ report - a posteriori report 3> Discussion and conclusion 4> Part on understanding the grid (excluding 15 pages) 5> Reflective part on the perception of the use of a criteria grid (perceptions in two stages: before the lesson is given / after the lesson is given) (except 15 pages) The report will include a maximum of 15 pages (times new roman, 12, line spacing 1.5) - excluding cover page, plan, appendices (analysis grids, see above) and bibliography. All instructions for this work are posted on Moodle. This work must be uploaded to Moodle before the first day of the session. |
Content of Learning Activity
Differentiate pedagogy from didactics; Use key concepts in didactics and be able to re-invest them in teaching-learning situations; See the main links and issues that link didactics and evaluations; Understand the disciplinary content from the curricula and reflect on the consistency of the latter; Know how to implement a teaching-learning sequence; Reflective feedback on the implementation of a teaching-learning sequence (reflection documented by recent research in didactics).
Required Learning Resources/Tools
Not applicable.
Recommended Learning Resources/Tools
Not applicable
Other Recommended Reading
Astolfi, J.P., Darot, E., Ginsburger-Vogel, Y., Toussaint, J. (2008). Mots-clés de la didactique des sciences: Repères, définitions, bibliographies. Bruxelles : De Boeck.
Giordan, A. (1998, 2002). Apprendre! Paris : Belin.
Johsua, S., Dupin, J.J. (1993). Introduction à la didactique des sciences et des mathématiques. Paris : Presses universitaires de France.
Viennot, L. (éd.) (2008). Didactique, épistémologie et histoire des sciences. Paris : Presses universitaires de France.
Mode of delivery
- Face to face
Type of Teaching Activity/Activities
- Séminaires
Evaluations
The assessment methods of the Learning Activity (AA) are specified in the course description of the corresponding Educational Component (UE)