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"Charles-Ange Laisant (1841-1920), injustement oublie aujourd'hui, est un important mathematicien français qui etait aussi anarchiste. Il nous laisse en outre une oeuvre de pedagogue et de philosophe de l'education dont temoignent les deux ecrits ici reunis. Ils sont longuement remis en contexte et presentes par Normand Baillargeon. Le premier texte est une contribution à l'enseignement et à la vulgarisation des mathematiques (Initiation mathematique) ; le deuxieme, une reflexion sur la nature et les fins de l'education menee dans une perspective libertaire (L'education de demain). Ces ecrits interesseront tout particulierement les mathematiciens et les didacticiens des mathematiques, mais aussi toutes les personnes curieuses de l'histoire des mathematiques, de l'histoire de l'education ou de celle de l'anarchisme."--Back cover.

Mathematiques --- Éducation --- Education --- Mathematics --- Étude et enseignement. --- Philosophie. --- Étude et enseignement (Primaire) --- Forecasting. --- Aims and objectives. --- Study and teaching. --- Laisant, C.-A.

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Becoming a History Teacher is a collection of thoughtful essays by history teachers, historians, and teacher educators on how to prepare student teachers to think historically and to teach historical thinking.

History teachers --- History --- Professeurs d'histoire --- Histoire --- Training of --- Study and teaching --- Formation --- Étude et enseignement --- Canada --- Canada --- Canada --- Canada --- History --- Philosophy. --- History --- Study and teaching. --- Histoire --- Philosophie. --- Histoire --- Étude et enseignement.

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"This ground-breaking book presents interdisciplinary instructors with classroom tools and strategies to integrate environmental justice into their courses. Providing accessible, flexible, and evidence-based pedagogical approaches designed by a multidisciplinary team of scholars, it centers equity and justice in student learning and course design. It further presents a model for community-based faculty development that can communicate those pedagogical approaches across disciplines. Key Features: - Reflection on how to teach inclusively across disciplines, with a focus on community-based faculty development. - Presentation of a blend of insights from diverse disciplines, including art, astronomy, ecology, economics, history, political science, and online education. - A focus on how to stimulate student engagement to improve students' empirical and conceptual understanding of environmental politics. - Detailed instructions for both introductory and more advanced active learning assignments and classroom activities, including guidance on how to manage common challenges and adapt activities to specific learning environments, particularly online formats. Providing detailed instructions and reflections on teaching effectively and inclusively, Teaching Environmental Justice will be an invaluable resource for faculty and graduate students teaching modules in environmental justice in courses across disciplines. It will also be essential reading for researchers of teaching and learning seeking insight into cutting-edge classroom practices that center equity and justice in student learning"--

Environmental justice --- Environmental education. --- Justice environnementale --- Environmental education --- Study and teaching. --- Étude et enseignement. --- Environmental justice.

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"Computer science has emerged as a key driver of innovation in the 21st century. Preparing teachers to teach computer science, however, remains an enormous challenge as there are few highly qualified teachers who can teach computer science or integrate computer science content into K-12 curricula. To address this challenge, NSF established the CS10K program with the aim of preparing 10,000 teachers in 10,000 high schools teaching computer science curricula. While this effort is still under-way, there has not been a systematic attempt to capture the work done in this area. In order to prepare a generation of teachers who are capable of delivering computer science content to students, we must identify research-based examples, pedagogical strategies and policies that can facilitate changes in teacher knowledge and practices. The purpose of this project is to provide examples that could help guide the design and delivery of effective teacher preparation on the teaching of computer science concepts. This book identifies promising pathways, pedagogical strategies and policies that help pre-service and in-service teachers infuse computing ideas in their curricula as well as teach stand-alone computing courses. The book focuses on pedagogical practices for developing and assessing pre-service teacher knowledge of computer science, course design models for pre-service teachers, and discussion of policies that can support the teaching of computer science. The primary audience of the book will be students and faculty in educational technology, educational or cognitive psychology, learning theory, curriculum and instruction, computer science, instructional systems and learning sciences"--

Computer science --- Student teachers --- Informatique --- Élèves-maîtres --- Study and teaching. --- Training of. --- Étude et enseignement. --- Formation.

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Cet ouvrage collectif présente les résultats d’une enquête internationale menée auprès d’environ 7 000 élèves âgés de 11 à 19 ans, à qui il a été demandé de raconter l’histoire nationale. Des élèves français, suisses, catalans, allemands ont répondu à un questionnaire et raconté librement « leur » histoire nationale. Contre les idées reçues d’un manque de connaissances historiques et de l’absence de tout récit commun, l’enquête dévoile des formes de narration, des organisateurs du récit et des contenus partagés, une véritable trame commune. L’analyse de ces formes et contenus précise leurs points forts, mais aussi les absences ou les spécificités nationales, et montre comment les savoirs scolaires coexistent avec d’autres sources de connaissances. Sont étudiées en particulier les places respectives et les fonctions du politique, de la religion, de la guerre, dans ces récits qui témoignent d’un imaginaire national. Un effet « territorial » est enfin mis en valeur, à la fois moins important que prévu en France et significatif à l’échelle des pays. Sensibles au contexte, ces récits sont la manifestation juvénile d’une conscience historique en formation, qui s’exprime selon des formes inédites.

Histoire --- Conscience historique --- Étude et enseignement (secondaire) --- Europe --- Historiographie --- Historiographie. --- Étude et enseignement (secondaire) --- Education --- History --- élève --- enseignement --- enquête --- récit --- programme scolaire --- savoir