Lille. June 3-6, 2019
SUMMER SCHOOL – GENERAL AIM
The aim of the IDTC Lille International Summer Schools is to provide a platform to the young researchers, post-doc, Ph.D. candidates teachers and practitioners from both academia as well as education School to meet and share cutting-edge development in the field. Particularly ISSHPSE 2019 mainly aims to improve-innovate scientific, historical/literature and philosophical techniques of investigations within science teaching making education and foundations of sciences more interesting, theoretical and experimental standpoints. Further, it is recognized that science is an important component of the EU cultural heritage and provides the most important explanations of the material world. Recently fewer youths seem to be interested in science and technical subjects. Does the problem lie in wider socio cultural changes, and the ways in which young people in the EU countries now live and wish to shape their lives? Alternatively, is it due to failings within science education itself? How make sure reasoning-learning & conceptual frameworks, critical attitude & didactic theories? What does mean today: Schooling, Professionalization & Institutions?
Generally speaking current school science curricula was constructed for preparing students for university and college scientific degrees. Such education does not meet the needs of the majority of students who will not pursue tertiary studies in science or even science related fields. These students require knowledge of the main ideas and methodologies of science. What about of cultural process? It seems that the didactics of scientific disciplines across Europe failed to solve the crisis between scientific education and EU social economic development: new teaching methods, changed new curricula and purposes.
The sessions are designed as a way of sharing good, engaging and innovative approaches to educational, scientific, historical and philosophical teaching in the basic-disciplines, i.e,: curriculum, materials, primary texts, science in practice, experiments, classwork, assessment, etc.. We did our best to promote more engagement, interest and learning of history and philosophy of science & science teaching/science education.
how can history and philosophy of sciences assist in solving the crisis in science both education and foundations in Europe? How new science education produce reliable knowledge and the limits to certainty?
Architecture, Art/Museum, Astronomy, Biology, Chemistry, Engineering, Medicine/Psychology, Physics, Mathematics, Instruments, History and Historical Epistemology of Sciences, Applied Science, Techniques & Technologies, Literature/Women Writing, Nature of Science, Innovative Pedagogy/Dispositives, Philosophy of Sciences, Foundations of Science, Teaching-Learning, CLIL Teaching Science, Reasoning and learning, Conceptual frameworks, Reasoning & Changes, Critical attitude, Theories & Situations, Didactic transposition, Schooling, Professionalization, Psychology & Education, Institutions, Science & Society.
Inter-Divisional Teaching Commission (IDTC)
American Institute of Physics, USA
History and Philosophy of Science School, Sydney University, Australia
Sydney Centre for the Foundations of Science, Sydney University, Australia
Lilliad Learning Center Innovation, Lille University, France
Institute of Electronics Microelectronics and Nanotechnology (IEMN), CNRS–Lille University, France
Federal University of Bahia, Brazil
State University of Feira de Santana, Brazil