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Environnement et santé : Progrès scientifiques et inégalités sociales / / Maryse Deguergue, Marta Torre-Schaub
| Environnement et santé : Progrès scientifiques et inégalités sociales / / Maryse Deguergue, Marta Torre-Schaub |
| Autore | Billet Philippe |
| Pubbl/distr/stampa | Paris, : Éditions de la Sorbonne, 2021 |
| Descrizione fisica | 1 online resource (204 p.) |
| Altri autori (Persone) |
BréchatPierre-Henri
DeguergueMaryse GobertJulie LarrèreCatherine MichelotAgnès PontierJean-Marie SaisonJohanne Torre-SchaubMarta |
| Collana | De Republica |
| Soggetto topico |
History & Philosophy Of Science
santé publique écologie humaine progrès scientifique et technique inégalité sociale de santé |
| Soggetto non controllato |
santé publique
écologie humaine progrès scientifique et technique inégalité sociale de santé |
| ISBN | 979-1-03-510705-5 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | fre |
| Record Nr. | UNINA-9910548294603321 |
Billet Philippe
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| Paris, : Éditions de la Sorbonne, 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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The Evolution of Life : Teaching, Learning and Training - New Approaches on Current Research in the Didactics of Evolution
| The Evolution of Life : Teaching, Learning and Training - New Approaches on Current Research in the Didactics of Evolution |
| Autore | Fortin Corinne |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Newark : , : John Wiley & Sons, Incorporated, , 2024 |
| Descrizione fisica | 1 online resource (323 pages) |
| Altri autori (Persone) | GobertJulie |
| ISBN |
1-394-29912-5
1-394-29910-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover -- Title Page -- Copyright Page -- Contents -- Introduction -- Part 1. Teaching of Evolution and Beliefs -- Chapter 1. Student Positions in Learning about Evolution in Relation to Religious Beliefs and Scientific Knowledge -- 1.1. Introduction -- 1.2. A look at French school curricula -- 1.3. Tensions between scientific knowledge and religious beliefs in the teaching of evolutionary theory -- 1.4. The compartmentalization of evolutionary knowledge and religious beliefs -- 1.5. A case study carried out in two 10th grade classes -- 1.5.1. Study of students' statements exclusively mobilizing scientific elements -- 1.5.2. Study of students' statements that mainly mobilize elements related to religion -- 1.5.3. Study of students' statements that jointly mobilize scientific and religious elements -- 1.6. Discussion of the students' positions -- 1.7. Conclusion -- 1.8. References -- Chapter 2. Relationships between the Ideas of Randomness and Understanding of the Evolution of Life among French High School Students -- 2.1. Introduction -- 2.2. Multiple meanings of randomness in common thought and epistemological contributions -- 2.3. The UnRESt questionnaire: testing the understanding of randomness and the evolution of life among schoolchildren -- 2.3.1. Development of the UnRESt questionnaire -- 2.3.2. The UnRESt questionnaire -- 2.4. Data analysis methodology -- 2.5. Results and discussion -- 2.5.1. Students' conceptions of randomness -- 2.5.2. Influence of students' conceptions of randomness on their understanding of evolution -- 2.5.3. Various conceptions of randomness -- 2.5.4. A lack of relationship between "contingency" randomness and the degree of understanding of the evolution of life -- 2.5.5. A relationship between "probability" randomness and the degree of understanding of the evolution of life, according to the context of the items.
2.5.6. A relationship between "destiny" randomness and the degree of understanding of the evolution of life -- 2.6. Conclusion -- 2.7. Appendix -- 2.8. References -- Chapter 3. The Theory of Evolution: Possible Tensions between Science and Religious Beliefs -- 3.1. Introduction -- 3.2. Theoretically possible positions between science and religious beliefs -- 3.3. Conceptions of the secularization of science among students from 16 countries -- 3.4. Some factors that may influence a secularized view of science and students' conceptions of evolutionary theory -- 3.4.1. Factors likely to influence a secularized conception of science -- 3.4.2. Factors that may influence students' representations (knowledge vs. beliefs) about evolutionary theory -- 3.4.3. The effect of views on the secularization of science on the degree of knowledge and agreement with the theory of evolution -- 3.4.4. Effect of relationship with the Scriptures on the degree of knowledge of and agreement with the Darwinian theory of evolution -- 3.5. Some conclusions and avenues for reflection at the pedagogical and didactic level -- 3.6. References -- Part 2. Teaching Evolution: Educational and Training Issues -- Chapter 4. If Nothing Makes Sense without Evolution, What Sense Can Be Made of the Biology Content of the Official French School Curriculum? -- 4.1. Introduction -- 4.2. The place of evolutionary theory in the teaching of biology -- 4.3. Methodology -- 4.4. Analysis of the entire biology school curriculum -- 4.5. Analysis of evolutionary and genetic themes (class 2) -- 4.5.1. Overall analysis of the evolutionary and genetic themes -- 4.5.2. A look back at the evolutionary themes of the "history of life" theme in high school senior year (BO special edition No. 8 of 2019) -- 4.6. Discussion and conclusion -- 4.7. References -- Academic programs. Chapter 5. What if the Chimpanzee Belonged to the Genus Homo? Circulation of Knowledge and Curricular Re-Problematization -- 5.1. Introduction -- 5.2. Conceptual framework of curricular re-problematization in the didactic approach -- 5.3. The circulation of knowledge relating to the genus Homo -- 5.4. Indicators of the scientific problematization of the genus Homo -- 5.5. Indicators of curricular re-problematizations of the genus Homo -- 5.5.1. Curricula of competitive examinations for the recruitment of teachers -- 5.5.2. School curricula -- 5.6. Circulation of knowledge and re-problematization of the genus Homo -- 5.7. To renew the circulation of knowledge: new ways of thinking about curricular re-problematization -- 5.8. Conclusion -- 5.9. References -- Chapter 6. The Current "Synthesis versus Extended Theory of Evolution" Controversy: A Training Opportunity about the Nature of Science -- 6.1. Introduction -- 6.2. Contemporary controversies: between uncertainties and disagreements -- 6.3. Nature of science through contemporary controversies -- 6.3.1. Teachers' visions of science and difficulties in teaching NoS -- 6.3.2. Characterization of NoS for thinking about training content on science -- 6.3.3. Characterization of contemporary scientific controversies -- 6.4. Main epistemological issues of the MEST/EEST controversy -- 6.5. The MEST/EEST controversy: an opportunity for teacher education? -- 6.6. Conclusion -- 6.7. References -- Chapter 7. Historical Controversy over the Ages of the Earth and the Necessity for Deep Time for Darwinian Selection: Its Reception in Teacher Education -- 7.1. Context and issues -- 7.2. The historical construction of the problem of the age of the Earth via a founding text by Darwin -- 7.2.1. A problem federated by a scientific community. 7.2.2. A problem co-constructed between facts and explanations in an evolutionary framework -- 7.2.3. A problem trying to be solved by quantitative reasoning -- 7.2.4. A problem, object of controversy between historical science and experimental science -- 7.3. Epistemological insights and the problematization of the age of the Earth -- 7.3.1. Short time versus long time: a major and recurrent obstacle in the history of science -- 7.3.2. From an assertoric knowledge to an apodictic knowledge -- 7.3.3. Learning objectives with an epistemological purpose refocused on the construction of a historical problem -- 7.4. Problem and research questions -- 7.5. Teacher training scenario and data collection -- 7.5.1. First training period: emergence and collection of initial representations on the age of the Earth -- 7.5.2. Second training period: plurality of methods on the ages of the Earth during three centuries -- 7.5.3. Third training period: study of a historical source and collection of teachers' productions -- 7.6. Results -- 7.6.1. The same heterogeneity in the spontaneous responses of the trainees and the misconceptions of the pupils in 9th grade -- 7.6.2. Personal conceptions in the epistemology of science out of step with the activity of a scientist -- 7.7. Conclusion and outlook -- 7.8. References -- 7.8.1. Contemporary references -- 7.8.2. Historical sources -- Chapter 8. The "Conceptual Landscape" of Evolution: A Possible Instrument for Training of Earth and Life Sciences Teachers -- 8.1. Introduction -- 8.2. Evolution: greater visibility of epistemological diversity -- 8.2.1. A proposal that persists, gradualism that fades -- 8.2.2. Epistemological openness and the diversity of evolutionary problems -- 8.3. Construction of conceptual landscapes -- 8.3.1. The association network -- 8.3.2. Data collection and processing. 8.3.3. Conceptual landscape analysis grid -- 8.4. Results -- 8.4.1. Association networks and conceptual networks -- 8.4.2. The conceptual landscape of researchers -- 8.4.3. The conceptual landscape of ELS teachers -- 8.4.4. The conceptual landscape of students in the high school senior class -- 8.5. Discussion -- 8.5.1. Conceptual landscapes: the dominant place of selection and Darwin: the imprint of STE? -- 8.5.2. Researchers on the side of "processes" and causes, teachers on the side of "patterns" and effects -- 8.5.3. A fragmented conceptual network among teachers, more homogeneous among researchers -- 8.6. Conclusion -- 8.7. References -- Part 3. Teaching Evolution: Conceptions and Obstacles -- Chapter 9. Building a Reasoned History of the Living World at School: Under What Conditions? -- 9.1. Introduction -- 9.2. The history of the living at the heart of societal concerns -- 9.3. Problematizing to think about a reasoned history of the living -- 9.4. Safeguards and specificity of reasoning in historical problematization -- 9.5. Reconstruction of biological crises -- 9.6. The reconstruction of the origin of life -- 9.7. Conclusion and didactic perspectives -- 9.7.1. To free oneself from explanations in short stories (storytelling) -- 9.7.2. Mobilizing safeguards to avoid first-level catastrophism -- 9.7.3. Thinking about the contingency that makes an event by coupling the "rewinding/unwinding" of history -- 9.8. References -- Chapter 10. The Concept of Species in Thinking about Evolution and the Scientific Classification of Living Things: Comparative Approach at Different School Levels -- 10.1. Introduction -- 10.2. Species as an obstacle to the teaching of biology -- 10.2.1. Epistemological approach -- 10.2.2. The concept of species: an objective-obstacle? -- 10.3. Theoretical and methodological framework. 10.3.1. Modeling teaching and learning situations in terms of structuring contexts. |
| Record Nr. | UNINA-9910878089703321 |
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Fortin Corinne
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| Newark : , : John Wiley & Sons, Incorporated, , 2024 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Justice et injustices environnementales / / David Blanchon, Jean Gardin, Sophie Moreau
| Justice et injustices environnementales / / David Blanchon, Jean Gardin, Sophie Moreau |
| Autore | Amelot Xavier |
| Pubbl/distr/stampa | Nanterre, : Presses universitaires de Paris Nanterre, 2015 |
| Descrizione fisica | 1 online resource (233 p.) |
| Altri autori (Persone) |
André-LamatVéronique
BeucherStéphanie BlanchonDavid BouchierNancy B CarrièreStéphanie M CruikshankKen GagnonChristiane GardinJean GobertJulie LapointeDominic MarchandGuillaume MellacMarie MolleFrançois MoreauSophie ReghezzaMagali VenotJean-Philippe ZuindeauBertrand |
| Soggetto topico |
Environmental studies, Geography & Development
justice environnementale justice spatiale équité |
| Soggetto non controllato |
justice environnementale
équité justice spatiale |
| ISBN | 2-8218-5085-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | fre |
| Record Nr. | UNINA-9910136881103321 |
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Amelot Xavier
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| Nanterre, : Presses universitaires de Paris Nanterre, 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Réussir la transition énergétique / Helga-Jane Scarwell, Divya Leducq, Annette Groux
| Réussir la transition énergétique / Helga-Jane Scarwell, Divya Leducq, Annette Groux |
| Autore | Baly Stéphane |
| Pubbl/distr/stampa | Villeneuve d'Ascq, : Presses universitaires du Septentrion, 2018 |
| Descrizione fisica | 1 online resource (314 p.) |
| Altri autori (Persone) |
BlanpainOlivier
BurdinJulia CassoretBertrand ChabrolMaximin ChristenGuillaume DûMathieu Le DubressonAlain DurandLucas DuruisseauKévin GirardSabine GobertJulie GraslandLoïc GrouxAnnette HajekIsabelle HammanPhilippe JaglinSylvy LeducqDivya Louis-HonoreMathias MeissonnierJoël MiyagouGisèle Lila MorlatClément NapoléonConstantin NemozSophie PalmierPatrick PecqueurBernard PrévotMaryvonne RogerDaniel RuchonMarcel SauxGildas Le ScarwellHelga-Jane SenilNicolas StivalaMathieu TranNam Hai VernierHugues VidalencÉric WintzMaurice ZelemMarie-Christine |
| Soggetto topico |
Renewable energy sources
Sustainable development Greenhouse gas mitigation |
| ISBN |
2-7574-0929-8
2-7574-1834-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | fre |
| Record Nr. | UNINA-9910495741003321 |
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Baly Stéphane
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| Villeneuve d'Ascq, : Presses universitaires du Septentrion, 2018 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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L'énergie à découvert / / Rémy Mosseri, Catherine Jeandel
| L'énergie à découvert / / Rémy Mosseri, Catherine Jeandel |
| Autore | Alazard-Toux Nathalie |
| Pubbl/distr/stampa | Paris, : CNRS Éditions, 2017 |
| Descrizione fisica | 1 online resource (345 p.) |
| Altri autori (Persone) |
Alvarez-HéraultMarie-Cécile
ArnouxMathieu ArribartHervé ArteroVincent AverbuchDaniel BabaritAurélien BaraerFranck BéguinFrançois BelloubetNicole Beloin-Saint-PierreDidier BenvenisteAlbert BergelAlain BernardOlivier BessereauGeneviève BézianJean-Jacques BigotBernard BillebaudAnnick BlancIsabelle BlancPhilippe BoninBernard BoukhalfaMourad Abdelkrim BouneauSandra BraultPascal BréchetYves BrochonCyril BrosetaDaniel BrousseThierry CabarrocasPere Roca i CadoretJean-Paul CandelSébastien CarréFranck Cassier-ChauvatCorinne CathelineauMichel CauneauFrançois ChaudretBruno ChauvatFranck ChomazJean-Marc ChristmannPatrice CiaisPhilippe CloutetÉric ColombierMichel ColonnaPaul CornetJean-François CosnierSerge CriquiPatrick DandinPhilippe DavidSylvain DelmasClaude DementinSébastien DiazMichel DolletAlain DufrêcheJean-François DuplanJean-Luc DuroxDaniel DutoitThierry EspinarBella FavreÉric FéreyGérard FierobeHenri-Pierre FinonDominique FlamantGilles FleuryGuillaume FontecaveMarc FruchartDaniel FuchsAlain GabrielleBenoît GeantetChristophe GeoffronPatrice GiardDominique GloaguenFrédéric GobertJulie GofféBruno GökalpIskender GrambowBernd GuérinFrédéric GuiberteauPhilippe GuillaudXavier GuillemolesJean-François GuillouetStéphane GuyotFrançois HadjsaidNouredine HadziioannouGeorges HamelinJérôme HarauxFrancis HarocheSerge HennequinPascale HétreuxGilles HöfteHerman HossonCécile de HourcadeJean-Charles HucAlain-Yves JeandelCatherine JolyJean-Pierre JouveCarole Molina KalaydjianFrançois KergomardClaude KleiderJean-Paul KleinÉtienne KovacsFrancis KrobDaniel LabussièreOlivier LachalBernard LagabrielleYves LaraMichel De LassèguesPierre LatrilleÉric LaurentVictoire LédéJacques LégerChristophe LegrandJack LeroyMaurice LincotDaniel LojouElisabeth MarsilyGhislain de MassonRoland Masson-DelmotteValérie MayerDidier MéplanOlivier Merle-LucotteElsa MichelsRaymond MiquelJacques MoisanFrançois MontagneXavier MosseriRémy MousseauNormand NaghaviNegar NaourFrançois Le NatafHenri-Claude OdruPierre PaillardDidier PapillonPhilippe PeltierGilles PerceboisJacques Percheron-GuéganAnnick PerraudinÉmilie PiégayHervé Pijaudier-CabotGilles PoinssotChristophe PourcellyGérald PyXavier QuenardDaniel RablAri RaimondJean-Michel RaisonBertrand RappaportFabrice RavelFrédéric RenardFrançois ReussPaul RobertChristelle RotenbergBenjamin RoureFrançois RoussetMarc RutherfordJonathan SabonnadièreJean-Claude SanjuanBernard SchollhammerPhilippe SciandraAntoine SentieysOlivier SerçaDominique SerreChristian SimonChristian SimonPatrice SlaouiAbdelilah SonnendrückerÉric SteyerJean-Philippe TarasconJean-Marie TardieuBernard TheryRaphaële TissierMatthieu TixadorPascal TorréJean-Philippe TrablyÉric TreutHervé Le UribelarreaJean-Louis ValentinLuc VathaireFlorent de VernierRomain ViallyRoland VillenaveÉric ViolletPierre-Louis VrinatMichel WaldLucien WollmanFrancis-André YverCamille ZélemMarie-Christine ZissisGeorges |
| Collana | À découvert |
| Soggetto topico |
Environmental studies, Geography & Development
énergie environnement politique économie ressource naturelle |
| Soggetto non controllato |
énergie
environnement politique économie ressource naturelle |
| ISBN |
2-271-11914-6
2-271-07696-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | fre |
| Altri titoli varianti | ENERGIE A DECOUVERT |
| Record Nr. | UNINA-9910495833403321 |
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Alazard-Toux Nathalie
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| Paris, : CNRS Éditions, 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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