Reference : Navigating the uncertain seas of controversies – A pedagogical wind rose
Scientific congresses and symposiums : Paper published in a book
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/2268/175515
Navigating the uncertain seas of controversies – A pedagogical wind rose
English
[fr] Une boussole pédagogique pour arpenter les controverses et leurs incertitudes
Verpoorten, Dominique mailto [Université de Liège - ULiège > IFRES > Pédagogie de l'Enseignement supérieur > >]
23-Dec-2014
Proceedings of the International Interdisciplinary Working Conference "Teaching complexity and uncertainty on Environmental Issues - Practices, Theories and Products"
[en] Actes de la conférence internationale et interdisciplinaire "Enseigner la complexité et l'incertitude dans les questions environnementales - Pratiques, théories et fruits"
Melard, François mailto
Stassart, Pierre M mailto
Arlon Campus Environment (ACE)
147-157
No
Yes
International
Arlon
Belgium
International Interdisciplinary Working Conference "Teaching complexity and uncertainty on Environmental Issues - Practices, Theories and Products"
May, 20-21, 2014
University of Liège, Dept. of Environmental Sciences and Management - Arlon Campus Environment (ACE)
Arlon
Belgium
[en] controversies ; teaching/learning methods ; teaching to complexity ; teaching to uncertainty ; slowing down and hesitating as skills ; action research ; reflective practice ; environmental studies ; situated learning ; pedagogical innovation ; action learning ; constructive alignment ; Huba & Freed ; 8LEM ; research-based teaching ; controverses ; méthodes pédagogiques ; événements d'apprentissage
[en] The Arlon conference brought together lecturers willing to share and discuss aspects of their practice of “controversies”, seen as a teaching/learning method suited to the contextual needs and demands of higher education environmental studies. The paper contributes to this joint reflective effort by providing conceptual tools helping to interpret the practice, to question what it puts at stake and to detect, from a pedagogical viewpoint, key issues and upcoming questions. The contribution falls within the Conference's aim n°2: “share theories or conceptual propositions that make it possible to equip the teaching approaches and to give them theoretical and methodological foundations” (Program Arlon Conference 2014, p. 2). The article takes a traditional stance, looking at the contributions to the conference through “constructive alignment”(Biggs, 1996), a basic principle meant to secure the pedagogical validity of any given learning situation by establishing a triple consistency (Kovertaite & Leclercq, 2006; Leclercq, 1995; Petit, Castaigne, & Verpoorten, 2007; Tyler, 1949) between objectives, methods and assessment.
SEEDS (ULg)
Fonds de la Recherche Scientifique (Communauté française de Belgique), The Research Program Fructis (ARC), The Natures Sciences and Societies Association (NSS)
Researchers
http://hdl.handle.net/2268/175515
TO CITE THIS ARTICLE (in APA) : Verpoorten, D. (2014). Navigating the uncertain seas of controversies – A pedagogical wind rose. In F. Mélard & P. Stassart (Eds.), Proceedings of the International Interdisciplinary Working Conference (May, 20-21) “Teaching complexity and uncertainty on Environmental Issues - Practices, Theories and Products” (pp. 147-157). Arlon, Belgium: Dept. of Environmental Sciences and Management – University of Liège.

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