Hasni, A. (2011). Problématiser, contextualiser et conceptualiser en sciences: point de vue d’enseignants du primaire sur leur pratique de classe (Problematize, Contextualize and conceptualize in Sciences: Primary Teachers’ Point of View on Their Practices). In A. Hasni, & G. Baillat (Eds.), Pratiques d’enseignement des sciences et technologies: Regards sur la mise en ceuvre des réformes curriculaires et sur le développement des compétences professionnelles des enseignants (Practices of the sciences and the technologies teaching: Looks on the implementation of the curriculum reforms and on the development of the professional competencies of the teachers) (pp. 105-140). Reims: Presses Universitaires de Reims.

has been cited by the following article:

• TITLE: Interdisciplinarity in Primary and Secondary School: Issues and Perspectives

  AUTHORS: Yves Lenoir, Abdelkrim Hasni

  KEYWORDS: Interdisciplinarity, Transdisciplinarity, Primary and Secondary Education, Conceptions, Characteristics

  JOURNAL NAME: Creative Education, Vol.7 No.16, October 20, 2016

  ABSTRACT: The article deals with three questions which feed the debates on the school interdisciplinarity. Firstly, why promote interdisciplinarity in basic education? To answer this question requires to make a fast historical reminder of the emergence and the evolution of the interdisciplinarity in the field of education, so as to highlight three distinct readings of interdisciplinarity before presenting four arguments which show the relevance of its use in teaching. Secondly, how can interdisciplinary practices be fostered in education? The results of various works lead us to draw four strong trends, ideal-typical, to which the teachers use in their practices. Thirdly, what are the educational questions and issues raised by such practices, and what challenges must we address to make sure they are properly applied? We then suggest six principles by which to found and describe what we understand by school interdisciplinarity. A definition of the school interdisciplinarity is then moved forward. To conclude, we call back to mind a few aspects which appear essential when contemplating the use of interdisciplinarity in school, what leads us to place this one with regard to the transdisciplinarity.