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.
5 credits
30.0 h
Q2
Teacher(s)
Rees Jean-François;
Language
French
Main themes
1. The activity
- each session (except the first ) follows a similar scenario :
- presentation by students,
- comment from a guest specialist
- debate ;
- At the end of the seminar, each student writes an individual report of a case study .
The main themes are:
- The intellectual creativity in scientific social, artistic and technical
- The concept of invention, apprehended as a rupture and a conceptual reconfiguration , expressed and formalized in specific languages ''of science , techniques and arts within the respective social community in these disciplines.
Aims
At the end of this learning unit, the student is able to : | |
| 1 |
After the course , the student will have:
|
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
The campus consists of 7 sessions (18h30-21h30). The first 4 sessions are designed to immerse participants in a creative process, around challenges assigned to different teams, consisting of students with various profiles. From these experiments, each team is allowed to speculate on issues that could be crucial in the emergence of new concepts in Science. These assumptions are included in a conceptual map centered on the creative process of researchers.
The following two sessions consist of meetings with renowned researchers who explain their work and discuss the factors which contributed to their most significant discoveries or those of other scientists.
A lesson during the last meeting brings together the known elements that played a significant role in the emergence of important scientific and technological discoveries.
Participants will use all these information in order to analyze a particular creative event in a discipline of their choice.
The following two sessions consist of meetings with renowned researchers who explain their work and discuss the factors which contributed to their most significant discoveries or those of other scientists.
A lesson during the last meeting brings together the known elements that played a significant role in the emergence of important scientific and technological discoveries.
Participants will use all these information in order to analyze a particular creative event in a discipline of their choice.
Evaluation methods
The evaluation is based on the production of a monograph on the context of a scientific / technical innovation, which is discussed with the teaching team.
Bibliography
Creativity in Science. Chance, Logic, Genius, and Zeitgeist. D.K. Simonton, 2004. Cambridge University Press. ISBN 978-0-521-54369-9
Faculty or entity
CCR
