This book offers an overview of the research carried out in didactics on the teaching and learning of science at university from the perspective of university pedagogy.

The first part sheds light on the links between university pedagogy and didactics, by studying the nature and place of disciplinary pedagogical knowledge at university and the training of academics through the prism of professionalization.

The second part questions the teaching practices of academics from a disciplinary approach, from the point of view of the impact of the research discipline on the declared practices, or that of the links between the resources mobilized in research and teaching activities.

The third part proposes a sociological look at these practices, in terms of the analysis of the discourses of institutional actors or of practices in situ. The book concludes with a synthesis that develops the main issues, challenges and difficulties that remain at the end of this book.

This book offers an overview of the research carried out in didactics on the teaching and learning of science at university from the perspective of university pedagogy.

The first part sheds light on the links between university pedagogy and didactics, by studying the nature and place of disciplinary pedagogical knowledge at university and the training of academics through the prism of professionalization.

The second part questions the teaching practices of academics from a disciplinary approach, from the point of view of the impact of the research discipline on the declared practices, or that of the links between the resources mobilized in research and teaching activities.

The third part proposes a sociological look at these practices, in terms of the analysis of the discourses of institutional actors or of practices in situ. The book concludes with a synthesis that develops the main issues, challenges and difficulties that remain at the end of this book.

This book offers an overview of the research carried out in didactics on the teaching and learning of science at university from the perspective of university pedagogy.

The first part sheds light on the links between university pedagogy and didactics, by studying the nature and place of disciplinary pedagogical knowledge at university and the training of academics through the prism of professionalization.

The second part questions the teaching practices of academics from a disciplinary approach, from the point of view of the impact of the research discipline on the declared practices, or that of the links between the resources mobilized in research and teaching activities.

The third part proposes a sociological look at these practices, in terms of the analysis of the discourses of institutional actors or of practices in situ. The book concludes with a synthesis that develops the main issues, challenges and difficulties that remain at the end of this book.