LDAR - André Revuz Didactics Laboratory

As a science didactics research laboratory, the LDAR seeks to provide answers to the following questions: what kinds of knowledge are taught, should be taught? What teaching practices are associated with them? With what resources and for what effects? What activities (learning, in particular) do these kinds of knowledge, these practices lead to in pupils/students?

The scientific identity of the LDAR is driven by the following three areas:

Area 1: Scientific knowledge: nature, circulation, evolution: this area aims to shed light on the dynamics of scientific knowledge (within historical, educational and public spheres), and the production of tools and/or artefacts promoting its understanding and construction. The research used in this area is strongly linked to the epistemology of the disciplines concerned.

Area 2: Pupil and student activities: this area, focussing on the individual who “learns”, includes the study of their difficulties and their strategies during “key” transitions (primary/junior high, junior high/high school, high school/university), and more broadly the study of the activities of pupils and students during didactic transactions.

Area 3: Practices and training of teachers and trainers in sciences: this area promotes the study of the practices of teachers (from primary to tertiary) and trainers on specific disciplines so as to better understand the possible competences and levers.