Issues and debates on science education and energy transition in France

When: 11 July 2018, 3.00 pm—5.00 pm

Where: Deakin Burwood Corporate Centre, Level 2, Building BC, Deakin University,
221 Burwood Highway, Burwood

RSVP is essential

The teaching of science, especially physics in French secondary education, is strongly structured by the concept of energy. Furthermore, energy transition is a socially acute question in France, because it puts in debate the lifestyles, the political and technical choices, and the visions of the future of territories.

In this Deakin REDI Seminar, Associate Professor Nicolas Hervé (Ecole Nationale Supérieure de Formation de l’Enseignement Agricole (ENSFEA, University of Toulouse, France)) will discuss science teaching challenges posed by energy transition in the French context. Through a few examples, he will also question teaching and learning processes allowed by implementation of educational activities specific to the social scientific issues (debates, role games, controversies mapping, inquiry).

Nicolas Hervé
Nicolas Hervé is an Associate Professor at the Ecole Nationale Supérieure de Formation de l’Enseignement Agricole (ENSFEA, University of Toulouse, France). He has master’s degrees from the University of Paris in history and philosophy of science, but also in Physics. He was awarded the Ph.D. degree in educational sciences from Toulouse University. He has taught physics and chemistry in high school level.

He now trains physics and chemistry teachers from the French agricultural education system. He is head of the department of pedagogy in ENSFEA and head of the science education department in his laboratory. He has published multiple articles in educational sciences French journals on socio-scientific issues and on analysis of ordinary science teaching practices. He is a member of collaborative research with scientists and teachers and also participate to the European project PARRISE(

Last updated: 
Saturday, 9 June 2018