Study programme 2022-2023 | Français | ||
Didactics of Science, History, Geography and Art | |||
Programme component of Advanced Master's in University and Higher Education Pedagogy (MONS) (adapted schedule) à la Faculty of Psychology and Education |
Code | Type | Head of UE | Department’s contact details | Teacher(s) |
---|---|---|---|---|
UP-S1-MSPEDA-023-M | Optional UE | DUROISIN Natacha | B101 - Service Education et Sciences de lapprentissage |
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Language of instruction | Language of assessment | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Credits | Weighting | Term |
---|---|---|---|---|---|---|---|---|---|
| Français | 0 | 20 | 20 | 0 | 0 | 5 | 5.00 | 1st term |
AA Code | Teaching Activity (AA) | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Term | Weighting |
---|---|---|---|---|---|---|---|---|
P-SEEF-083 | Didactics of Science, History, Geography and Art (seminar) | 0 | 20 | 0 | 0 | 0 | Q1 | 50.00% |
P-SEEF-085 | Didactics of Science, History, Geography and Art (practicals) | 0 | 0 | 20 | 0 | 0 | Q1 | 50.00% |
Programme component |
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Objectives of Programme's Learning Outcomes
Learning Outcomes of UE
Building on a specific theme and levels (preschool or primary school), the EU aims to develop:
- the theoretical mastery of key concepts applied to different disciplines and this in a multidisciplinary approach (conceptualization, representations, didactic transposition, etc.);
the ability to understand relations between the didactic and assessment in a broad sense of the term;
- the link between teaching and the curriculum to teach;
the ability to share with the class group about the concepts and implementation of the teaching-learning sequence based on the principle of the lesson study ;
- the ability to perform a reflexive return on the pedagogical sequence;
- the ability to introduce, in the form of an oral presentation, the reflexive return and propose necessary adjustments in light of the scientific literature.
UE Content: description and pedagogical relevance
didactic, didactic situations, didactic contract, didactic tools, scientific activities, basic skills, knowledges, picturings, misconceptions, lesson study
Prior Experience
Not applicable
Type of Teaching Activity/Activities
AA | Type of Teaching Activity/Activities |
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P-SEEF-083 |
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P-SEEF-085 |
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Mode of delivery
AA | Mode of delivery |
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P-SEEF-083 |
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P-SEEF-085 |
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Required Learning Resources/Tools
AA | Required Learning Resources/Tools |
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P-SEEF-083 | Syllabi disponibles sur Moodle - Complément - Didactique des disciplines d'éveil: recueil de textes |
P-SEEF-085 | Course material available on Moodle |
Recommended Learning Resources/Tools
AA | Recommended Learning Resources/Tools |
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P-SEEF-083 | Not applicable |
P-SEEF-085 | Not applicable |
Other Recommended Reading
AA | Other Recommended Reading |
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P-SEEF-083 | 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. Reuter, Y. (2014). Didactiques et disciplines : une relation structurelle. Éducation et didactique, 8-1. Pirson, J. F. (2014). Comme une danse. Ed. La Lettre volée / Art et photographie, 289-299. Olmedo, E. & Christmann, M. (2017). Rencontre entre cartographie et partition, la figuration de l'expérience. In Besse J.-M., Tiberghien G. A. Opérations cartographiques, Actes Sud, Ecole Nationale Supérieure du Paysage, 102 à 113. Robert, P. (2015). Achitrek, marcher pour savourer l'espace. Ed. La découverte, 13-33. Duroisin, N., Demeuse, M., Bohbot, V. D., (2016). Apprendre l'espace à l'école. Cahiers Pédagogiques, 527, 48-49. Hugonie, G. (2007). Le " terrain " pour les didacticiens de la géographie. Bulletin de l'Association de géographes français, 4, 486-492. Couture, C. (2005). Repenser l'apprentissage et l'enseignement des sciences à l'école primaire : une co-construction entre chercheurs et praticiens. Revue des sciences de l'éducation, 31(2), 317-333.Duroisin, N., Beauset, R. (à paraitre). Former à et par la recherche : description d'un dispositif de formation de type " lesson study " basé sur la collaboration entre étudiants d'Université et de Haute Ecole. Revue hybride de l'éducation. |
P-SEEF-085 | 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. Reuter, Y. (2014). Didactiques et disciplines : une relation structurelle. Éducation et didactique, 8-1. Pirson, J. F. (2014). Comme une danse. Ed. La Lettre volée / Art et photographie, 289-299. Olmedo, E. & Christmann, M. (2017). Rencontre entre cartographie et partition, la figuration de l'expérience. In Besse J.-M., Tiberghien G. A. Opérations cartographiques, Actes Sud, Ecole Nationale Supérieure du Paysage, 102 à 113. Robert, P. (2015). Achitrek, marcher pour savourer l'espace. Ed. La découverte, 13-33. Duroisin, N., Demeuse, M., Bohbot, V. D., (2016). Apprendre l'espace à l'école. Cahiers Pédagogiques, 527, 48-49. Hugonie, G. (2007). Le " terrain " pour les didacticiens de la géographie. Bulletin de l'Association de géographes français, 4, 486-492. Couture, C. (2005). Repenser l'apprentissage et l'enseignement des sciences à l'école primaire : une co-construction entre chercheurs et praticiens. Revue des sciences de l'éducation, 31(2), 317-333. Duroisin, N., Beauset, R. (à paraitre). Former à et par la recherche : description d'un dispositif de formation de type " lesson study " basé sur la collaboration entre étudiants d'Université et de Haute Ecole. Revue hybride de l'éducation. |
Grade Deferrals of AAs from one year to the next
AA | Grade Deferrals of AAs from one year to the next |
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P-SEEF-083 | Unauthorized |
P-SEEF-085 | Unauthorized |
Term 1 Assessment - type
AA | Type(s) and mode(s) of Q1 assessment |
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P-SEEF-083 |
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P-SEEF-085 |
|
Term 1 Assessment - comments
AA | Term 1 Assessment - comments |
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P-SEEF-083 | Reflective file and oral presentation. Presence is compulsory during the seminar. 50% for the collective realization of a teaching-learning sequence based on the lesson study principle (in groups of 3 to 4 students) 50% for the oral presentation. This part can only be presented in the first session (schools not accessible during school holidays). |
P-SEEF-085 | Reflective file and oral presentation. Presence is compulsory during the seminar. 50% for the collective realization of a teaching-learning sequence based on the lesson study principle (in groups of 3 to 4 students) 50% for the oral presentation. |
Resit Assessment - Term 1 (B1BA1) - type
AA | Type(s) and mode(s) of Q1 resit assessment (BAB1) |
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P-SEEF-083 |
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P-SEEF-085 |
|
Term 3 Assessment - type
AA | Type(s) and mode(s) of Q3 assessment |
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P-SEEF-083 |
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P-SEEF-085 |
|
Term 3 Assessment - comments
AA | Term 3 Assessment - comments |
---|---|
P-SEEF-083 | Reflective file and oral presentation. Presence is compulsory during the seminar. 50% for the collective realization of a teaching-learning sequence based on the lesson study principle (in groups of 3 to 4 students) 50% for the discount of a presentation video. |
P-SEEF-085 | Reflective file and oral presentation. Presence is compulsory during the seminar. 50% for the collective realization of a teaching-learning sequence based on the lesson study principle (in groups of 3 to 4 students) 50% for the discount of a presentation video. |