Note from June 29, 2020
Although we do not yet know how long the social distancing related to the Covid-19 pandemic will last, and regardless of the changes that had to be made in the evaluation of the June 2020 session in relation to what is provided for in this learning unit description, new learnig unit evaluation methods may still be adopted by the teachers; details of these methods have been - or will be - communicated to the students by the teachers, as soon as possible.
Although we do not yet know how long the social distancing related to the Covid-19 pandemic will last, and regardless of the changes that had to be made in the evaluation of the June 2020 session in relation to what is provided for in this learning unit description, new learnig unit evaluation methods may still be adopted by the teachers; details of these methods have been - or will be - communicated to the students by the teachers, as soon as possible.
3 credits
10.0 h + 35.0 h
Q2
Teacher(s)
Desguin Benoît; Gofflot Françoise; Hols Pascal; Lejeune André (coordinator); Rees Jean-François; Van Dyck Hans;
Language
French
Main themes
The student will be associated to a team charged to explore a broad scientific question, at the crossroads of disciplines appearing in his programme (animal and vegetal biology, ecology, chemistry,..). Each team will formulate assumptions, and after a training in information retrieval, will serach for document allowing to confirm/infirm these assumptions. Once these assumptions validated, students, by group of two, will explore current scientific knowledge underlying each assumption. Regular interviews with one of the teachers will allow the team to confront their work with the aims. Exercises of critical analysis of a scientific question, as well as of written and oral presentation will be organized. At the end of the first four-month period, each team will write a report on its work. The second four-month period will allow each team deepening the analysis of the question which will be the subject of an oral presentation.
Aims
At the end of this learning unit, the student is able to : | |
| 1 | The activity has several aims: - To learn how to analyze scientific information available on a subject and criticize the validity of this information - Integrate scientific knowledge on an interdisciplinary subject, - Learn data-processing tools for information retrieval and public presentation, To exert oral and written communication of scientific matters, - To learn how to effectively work as a team. |
The contribution of this Teaching Unit to the development and command of the skills and learning outcomes of the programme(s) can be accessed at the end of this sheet, in the section entitled “Programmes/courses offering this Teaching Unit”.
Content
Each participant will be associated with a team in charge of exploring a broad scientific question, at the crossroads of the disciplines appearing in its curriculum (animal biology, plant, ecology, chemistry ..). Each team will formulate hypotheses, and after training in documentary research, will carry out document searches to validate / invalidate the validity of these hypotheses. Once the hypotheses are validated, the students will then explore the current scientific knowledge underlying each hypothesis. Regular interviews with one of the incumbents will allow the team to compare their work to the objectives. Exercises of critical analysis of a scientific question, as well as of written and oral presentation will be organized.
Teaching methods
Accompanied by a tutor they will meet each week, the participants will work as a team. Some training will be provided in computer rooms (text / documentary research).
Other information
The evaluation will focus on written submissions. An evaluation of the contribution of each team will allow to modulate the individual note.
Teaching materials
- Guide de l'étudiant disponible sur moodle
Faculty or entity
BIOL
