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Research centers AcanthuM (Monumental, archaeological and artistic heritage) See content ARaiRe (Recherches namuroises en histoire Rurale, 1500-1850) See content Fontes Antiquitatis center See content HiSI research center (History, sounds and images) See content Pratiques médiévales de l'écrit (PraME) research center See content

Contacts Fulgence DELLEAUX +32 (0)81 72 41 93 fulgence.delleaux@unamur.be Jean-François NIEUS +32 (0)81 72 41 94 jean-francois.nieus@unamur.be

David Bardey (PraME)Disappearance of jewels and letters at the abbey. Enquête sur les héritages de Guillaume de Vienne, seigneur de Saint-Georges (Cîteaux, 1344)Alexis Fontbonne (PraME)La notion de champ ecclésial

Chantal Senséby (Université d'Orléans), Adjustments textuels, ajustements sociaux et politique seigneuriale. Acts of entry into servitude (Western France, 10th-early 11th century)

If interdisciplinarity is a buzzword within the academic bureaucracy, it's hard to conclude that it exists in practice. Embracing a slogan does not an epistemology make, and claiming progress is no guarantee of it. To prevent the interdisciplinary approach from being reduced to avant-gardism, it is necessary to define the practical conditions for bringing together the different social sciences, going beyond the encounter between academic disciplines or the eclectic taste for the exotic. The eight sessions of the course presented below will seek to provide both a method for the construction of analytical notions by young researchers in history and sociology, and a set of tools favoring the objectification of scientific work in the social sciences.Session 2 - The construction of notions: analytical operators, comparatism and singular conceptsAs the division of labor between sociology as a producer of notions and history as a source of examples constitutes one of the main epistemological obstacles to a consistent practice of historical sociology, it is necessary to define a method for the elaboration of notions that can serve as analytical operators. In this context, the question of comparatism, a term covering diverse and sometimes contrary practices, appears central.Possibility of following the seminar online via Teams

Study of approaches to support orientation towards higher education developed at the end of secondary education as experienced by pupils who have become students.

Management Committee Co-President Valérie Henryvalerie.henry@unamur.be Co-President Jérémy Dehonjeremy.dehon@unamur.be IRDEN Secretariata Sarah DuvivierJeanick Pignolet info.irdena@unamur.be Discover the members Organization chart

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Doctoral schools Thematic Doctoral School in Didactics of Disciplines Thematic Doctoral School in Psycho and Educational Sciences Research institutes of other French-speaking Belgian universities UCLouvain - GIRSEF and CRIPEDIS UMons - INAS ULiège - EQUALE and DIDACTIfen ULB - SSE Network in the Wallonia-Brussels Federation ABC Educ International Groupe pour l'évaluation des pratiques professionnelles (gEvAPP) Association pour le Développement des Méthodologies d'Évaluation en Éducation (ADMEE) Association Internationale de Pédagogie Universitaire (AIPU) In math didactics Association pour la recherche en didactique des mathématiques (ARDM) Centre de Recherche sur l'Enseignement des Mathématiques (CREM) International Commission on Mathematical Instruction (ICMI) In science didactics Association de Didacticiens des Sciences (ADiS)

Interdisciplinary collaboration with subject specialists is a key component in the didactics of "Languages for Specific Purposes" (LSP). For LSP teachers, this collaboration makes it possible to devise contextualized courses that integrate both linguistic objectives and disciplinary content. By basing their teaching on a thorough needs analysis, LSP teachers design tailor-made didactic content that precisely meets the communicative requirements of learners in their specialist field.However, the position of LSP teachers within the institution can sometimes make such collaborations less obvious; moreover, it is often LSP teachers who initiate and support exchanges. This workshop aims to deepen understanding of the aforementioned collaborative dynamics, with the aim of improving student learning outcomes by strengthening interdisciplinary connections and fostering an integrated didactic approach.

From its formal appearance in the 3rd year of general secondary education in FW-B, the chemistry course takes the form of a program detailing a series of contents to be taught. Within the framework of an internal didactic transposition specific to their activity, teachers are led to estimate their relative importance in the curriculum and to transform them. In the midst of a pandemic or following a prolonged absence, what content will teachers retain, adapt or delete?This research project proposes to study this prioritization of the content to be taught in the chemistry course by the teaching staff. More specifically, this paper focuses on the construction and analysis of a questionnaire investigating the organization of the main chapters (UAA) by chemistry teachers.

A tasty, local and sustainable food offer: that's the challenge facing D'ici stores, based in the Namur region. At the head of this initiative are three UNamur alumni in search of proximity.