Le divorce entre le sciences de la nature et les sciences de la culture n’a cessé depuis un siècle de s’aggraver. Or l’inquiétude suscitée par les risques environnementaux ou biotechnologies montre assez que la compréhension de tels phénomènes n’est pas du seul ressort de la génétique ou de la climatologie et qu’elle exige une réflexion plus ample sur les usages et les représentations contrastés de la nature, à la fois milieu de vie pour les humains et substrat biologique de leur identité.

I thought I was a good teacher until I discovered my students were just memorizing information rather than learning to understand the material. Who was to blame? The students? The material? I will explain how I came to the agonizing conclusion that the culprit was neither of these. It was my teaching that caused students to fail! I will show how I have adjusted my approach to teaching and how it has improved my students' performance significantly.

Most -- if not all -- of the important skills in our lives are acquired outside the traditional classroom setting. Yet we continue to teach using lectures where students passively take down information. Peer instruction is a research-based pedagogy that actively engages students in the classroom and has been shown to dramatically improve conceptual understanding, even in large classes. While successfully implementing peer instruction doesn't require any technology, using the right technology can improve student engagement, increase learning, and make it easier to implement peer instruction in your classroom. In this workshop you will learn how to use Learning Catalytics -- a web-based technology -- to bring peer instruction to your students.