Resource Dynamics
The term “resource” here covers media of various origins and nature. It can just as well be educational sheets (carried or not by the educational institution – academies, ministry), textbooks, websites, primary historical sources, technological instruments, in particular digital ones. They can also be resources produced for student assessment. The projects that unite around this question aim on the one hand to analyze existing resources and on the other hand to produce and develop resources to meet specific didactic needs.
The teacher within the institution: dynamics and constraints
Whether it is the educational segment considered (primary, secondary, higher), the context in play (REP / REP +, the transition between cycles, etc.), the disciplines involved, or the types of educational organization envisaged (participatory sciences, investigative approach), teachers become the central object of work aimed at understanding: their choice of taught content (tasks, speech, organization of knowledge); their management choices for the teaching group considered (class, lecture hall, etc.); the elements (values, epistemology, qualities, etc.) which form the basis of their professional identity.
Semiotic and linguistic dynamics in science education
This entry questions the circulation of knowledge in the language register and more broadly in all its forms of sensitive expressions. It targets the study of the relationships between natural languages, specific forms of discourse, and non-language signs (which also include artifacts — material, digital) for the construction of scientific concepts. The semiotic entry studies the variety of sign systems (oral, graphic, symbolic, gestural) circulating in teaching and learning activities, conversions from one to another, and what they give. to see the concept.
Theoretical and epistemological dynamics
It may seem surprising to make theoretical questions a thematic dimension apart, insofar as all the research produced within the LDAR involves a significant theoretical part. However, there is indeed a theoretical development per se at Cosmos Education- Planetary Research, particularly revived by co-disciplinarity. Beyond the theories usually mobilized in research in science education (TAD, TSD, etc.), certain theories circulate outside their emerging disciplinary environment (the dual approach in physics, in chemistry, problematization in physics, etc.). The adaptations and the underlying transformations are the object of a specific work and are placed under an always primary epistemological control.