Manuel Bächtold
61
Documents
Presentation
**Associate Professor (Maître de conférences), HDR, in science education and philosophy of science**
**University of Montpellier**
Researcher in the laboratory [LIRDEF](https://lirdef.edu.umontpellier.fr/), teacher in the faculty [FDE](https://fde.umontpellier.fr/)
Director of the [OTP](https://otp.edu.umontpellier.fr/), co-leader of the [AREN-DIA](https://e-fran.education.gouv.fr/aren-dia/) project
**Current research topics:**
• Learning to argue on socio-scientific issues and the relations with epistemic beliefs
• Inquiry-based science teaching and its effects on pupils' learning, motivation and epistemic beliefs
• The links between epistemic beliefs, motivation and approaches to learning of university students
• The pedagogical practices at university and their effects on students' engagement in their studies
***Former research topics:***
• Elementary teachers’ views of science
• Teaching energy in high school in the light of history and philosophy of science
• Theoretical foundations of inquiry-based science education
• Interpretation of quantum mechanics according to a pragmatist approach
**Curriculum Vitae:**
2018 : Habilitation à diriger des recherches (HDR), University of Montpellier
Since 2009: Maître de conférences, University of Montpellier (FDE, LIRDEF)
2008-2009: Lecturer and researcher, Philosophy Department, University of Dortmund
2006-2009: Lecturer at CESI and EBI
2006-2008: Post-doc, Departement of Philosophy, University of Dortmund (European Marie Curie fellowship)
2005: PhD of philosophy, University Paris 1 (research fellowship, IHPST, CREA)
2003-2004: Visiting scholar, Philosophy Department, Oxford University (Lavoisier fellowship)
2001: Bachelor’s degree of philosophy, University Paris 1
2000: Master’s degree of history and philosophy of science, University Paris 1
1999: Engineering degree of physics, EPFL
**Awards:**
STS award, EPFL, 1999
Nominated for the "Research worth reading" award of the NSTA, 2020 (for the paper Bächtold & Munier, JRST, 2019)
**PhD (co-)supervised:**
• Pascale Roca (since 2020)
• Myrtille Gardet (since 2020)
• Capucine Huet (2018-2022)
• Kévin de Checchi (2017-2021)
• Gabriel Pallarès (2016-2020)
• Enery Melo (2013-2016)
Publications
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Etude de l'impact d'un parcours de formation sur les apprentissages des élèves et les connaissances et pratiques d'enseignants du 1er degré en sciences. Réflexions sur les modèles de formation.Les 11è rencontres scientifiques de l'ARDIST, Marie-Noëlle Hindryckx; Corentin Poffé, Mar 2021, Bruxelles, Belgique. pp.279-289
Conference papers
hal-03799214v1
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Teaching energy in the light of the history and epistemology of the conceptGIREP-EPEC Conference, 2015, Wrocław, Poland
Conference papers
hal-01896965v1
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Enseigner le concept d’énergie en physique et éduquer à l’énergie : rupture ou continuitéActes des « Huitièmes journées scientifiques de l’ARDIST », 2014, Marseille, France. pp.21-29
Conference papers
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Les nombres complexes : entre mathématiques, physique et philosophieLa réforme des programmes des lycée : et alors ?, May 2013, Lyon, France. ISBN 978-2-86612-350-5, pp. 78-88
Conference papers
hal-00879219v1
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Developmental and Epistemological Perspectives as Key Elements of the Precursor Model Research ProgrammePrecursor Models for Teaching and Learning Science During Early Childhood, 55, Springer International Publishing, pp.241-261, 2022, Contemporary Trends and Issues in Science Education, ⟨10.1007/978-3-031-08158-3_13⟩
Book sections
hal-03787223v1
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Epistemic Beliefs as a Means of Understanding Critical Thinking in a Socioscientific Environmental DebateCritical Thinking in Biology and Environmental Education, Springer International Publishing, pp.229-248, 2022, Contributions from Biology Education Research, ⟨10.1007/978-3-030-92006-7_13⟩
Book sections
hal-03787226v1
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History and Philosophy of Science: A Lever to Teach Energy at High SchoolE. McLoughlin, O. Finalayson, S. Erduran & P. Childs. Bridging research and practice in science education: selected papers from the ESERA 2017 Conference, Springer, pp.19-33, 2019, ⟨10.1007/978-3-030-17219-0_2⟩
Book sections
hal-02430687v1
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Introduction.Manuel Bächtold; Viviane Durand-Guerrier; Valérie Munier. Épistémologie & didactique. Synthèses et études de cas en mathématiques et en sciences expérimentales, Presses Universitaires de Franche-Comté, pp.9-19, 2017, Pratiques &Techniques - Didactiques
Book sections
hal-02070135v1
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Les différents modèles en débat.Manuel Bächtold, Jean-Marie Boilevin & Bernard Calmettes. La pratique de l’enseignant en sciences : comment l’analyser et la modéliser ?, Presse Universitaires de Louvain, pp.181-246, 2017, 978-2-87558
Book sections
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Comment analyser et modéliser l’activité des enseignants en sciences ? Une tentative de synthèse comparativeIn Bächtold, M., Boilevin, J.-M., Calmettes, B. (eds.). La pratique de l’enseignant en sciences : comment l’analyser et la modéliser ?, Presses Universitaires de Louvain, 2017
Book sections
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On Bohr’s epistemological contribution to the quantum-classical cut problemsIn J. Faye and H. Folse (eds.), Niels Bohr and the philosophy of physics: twenty-first century perspectives, Bloomsbury Academic, 2017
Book sections
hal-01693401v1
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ConclusionManuel Bächtold, Jean-Marie Boilevin & Bernard Calmettes. La pratique de l’enseignant en sciences : comment l’analyser et la modéliser ?, Presses Universitaires de Louvain, pp.247-254, 2017, 978-2-87558
Book sections
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Teaching energy informed by the history and epistemology of the concept with implications for teacher educationM. Matthews International handbook of research in history, philosophy and science teaching, Springer, pp.211-243, 2014
Book sections
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Quelle épistémologie pour la didactique de la physique ? Eléments de réflexion sur la domination du constructivismeH. Galli et al. Les didactiques au prisme de l'épistémologie : une approche plurielle , Éditions Universitaires de Dijon, pp.55-68, 2013
Book sections
hal-01305427v1
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A pragmatic approach to the atomic model in chemistryJ.-P. Llored. The philosophy of chemistry: practices, methodologies, and concepts, Cambridge Scholars Publishing, pp.426-451, 2013
Book sections
hal-01305435v1
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Towards a new strategy for teaching energy based on the history and philosophy of the concept of energyO. Bruneau. Innovative methods for science education: history of science, ICT and inquiry based science teaching , Frank & Timme GmbH, pp.225-238, 2012
Book sections
hal-01305416v1
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Bohr (1885-1962): Bohr, Whitehead, and the Interpretation of Quantum MechanicsWeber, Michel Desmond, W. Jr. Handbook of Whiteheadian Process Thought, Ontos Verlag, pp.353-361, 2008
Book sections
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An Instrumentalist Criticism of Popper's PropensitiesJarvie, J. Milford, K. Miller, D. Karl Popper: A Centenary Assessment, Volume III: Science and Social Science, Ashgate, pp.97-104, 2006
Book sections
halshs-00792057v1
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Géométrie et réalité, un questionnement sur la vérité2016
Other publications
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Enjeux des Géométries non euclidiennes2015
Other publications
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Nombres complexes en physique : le cas de la réflexion totale frustrée2014
Other publications
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Géométrie et espace chez Poincaré : aux sources du conventionnalisme2013, pp.10-23
Other publications
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Le réel et la raison 22011
Other publications
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Les usages des learning labs à l’Université de MontpellierUniversité de Montpellier; Observatoire de la transformation pédagogique. 2024, https://otp.edu.umontpellier.fr/files/2024/03/Rapport-OTP-etude-sur-les-learning-labs-2024.pdf
Reports
hal-04527617v1
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Le possible, l'actuel et l'événement en mécanique quantique, une approche pragmatistePhilosophie. Université Panthéon-Sorbonne - Paris I, 2005. Français. ⟨NNT : ⟩
Theses
tel-00370994v1
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Épistémologie et didactique de la physiqueEducation. Université de Montpellier, 2018
Habilitation à diriger des recherches
tel-02429529v1
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