[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601587-105":59,"doc-detail-601587-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","integration-of-science-technology-engineering-and-mathematics-is-this-curricular-revolution-really-possible-in-france","Integration of Science, Technology, Engineering and Mathematics: Is this Curricular Revolution really possible in France?","","The French school system has operated as a subjects-centred curriculum since the early 1960s, a structure that has repeatedly hindered attempts to integrate science disciplines. Tracing the historical development of curricular organisation, the paper examines current change efforts and the central dilemma of separation versus integration of these subjects in secondary education. It highlights obstacles tied to established epistemological and social dimensions of school subjects, arguing that reform conditions must account for that historical process.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/integration-of-science-technology-engineering-and-mathematics-is-this-curricular-revolution-really-possible-in-france/601587/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/integration-of-science-technology-engineering-and-mathematics-is-this-curricular-revolution-really-possible-in-france/601587.png","ImageObject",300,407,{"name":92,"@type":93},"anakgang17","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the paper?","Question",{"text":112,"@type":113},"It focuses on whether science-related subjects should be separated or integrated in secondary school, and how the French curricular system affects that possibility.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why has integrating science subjects been difficult in France?",{"text":117,"@type":113},"The deeply rooted subjects-centred curriculum structure tends to block repeated innovation attempts aimed at integrating the teaching of scientific school subjects.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper frame the need for curriculum change?",{"text":121,"@type":113},"It argues that successful curriculum change depends on considering the historical process through which school subjects are defined and established in epistemological and social dimensions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601587,1792519508,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Integration of Science, Technology, Engineering and Mathematics: Is this Curricular Revolution really possible in France?  \nProf Joël Lebeaume, Paris Descartes University  \nAbstract  \nThe French school system is a subjects-centred curriculum from the beginning of 1960s. This deep-rooted organisation tends to block the several attempts made to integrate the teaching of scientific school subjects. From an historical point of view, this paper describes the curricular system and the issue of its current change.  \nIt focuses on the main issue about separation or integration of these subjects in secondary school.  \nKey words  \ncurriculum studies, didactics, history, school-subjects  \n1. Introduction  \nIn the worldwide movement for science education change (Giordan, 2010), the orientation of integrated science teaching appeared in France from the second half of the1990s. Science-Technology-Engineering-Mathematics (STEM) did not designate integrated science because of the different curricular organisation in primary school and first and second levels of secondary school. In primary school and first class of middle school, the educational policy tended to develop an Integrated Science and Technology Teaching (ISTT) implemented by one teacher only. Nevertheless the new law of education (2005) defined Mathematics, Science and Technological Culture as one of the seven pillars in the basic education for pupils until age 16. In the first level of secondary school, there was a crosscurricular approach of three school subjects – Sciences of Life and Earth (Biology-Geology), Physics & Chemistry and Technology – taught by three different teachers. In the second level of secondary school, age 15 to 18, there were several attempts to develop common teaching with Experimental Sciences, Mathematics and Engineering Sciences subjects. The first analysis revealed difficulties in this new approach (Harlé & Lanéelle, in press; Coquidé, Lebeaume & Robert, 2008) and the General Inspection’s report suggested to continue the (ISTT) test according to local teams’ decisions only (Perrot; Pietryk & Rojat, 2009) .  \nThis paper explains the French context and submits an analysis of these unfruitful innovations. It argues that the deep-rooted organisation within a subjects-centred curriculum implies many obstacles. It also discusses the curriculum change and its conditions, mainly the necessity to take into account the historical process through which school subjects are defined and established in their epistemological and social dimensions.  \n2. Subjects-centred curriculum: Features and issues The curriculum studies revealed their differences according to their organisation with their ideological, political and social foundations (Bernstein, 1975; Musgrove, 1968; Young, 1971) . These sociological analyses revealed the fundamental distinction between a subjects-centred curriculum – or subject-based; knowledge-based; academic – and a pupils-centred curriculum. The first one emphasised on the teaching of separate subjects and the second one favoured the pedagogical approach by themes and learning of integrated subjects. Bernstein (1975) described these two broad categories as collection types in which units or divisions of knowledge were strongly bounded and had a hierarchical organisation and transmission mechanism. The integrated type allowed for interdependence between units of knowledge in a less rigid thematic approach, with less dependence on the relative positions of teachers and pupils (see Ross, 2000) . Forquin (2008) summarised the main features of subjects-centred curriculum as the autonomy or independence of each subject with their valorisation of disinterested knowledge and the disqualification of contextualised or utilitarian knowledge, with their competition and their selective ambition, their route to universities and their retention strategies.  \nThis opposition was also the philosophic distinction underlined by Dewey (1962) . But Goodson (1994) cl","cbCainUf64kifUmS","https://ap.wps.com/l/cbCainUf64kifUmS","pdf",69245,"English","# Introduction\n# Subjects-centred curriculum: Features and issues","[{\"question\":\"What is the main focus of the paper?\",\"answer\":\"It focuses on whether science-related subjects should be separated or integrated in secondary school, and how the French curricular system affects that possibility.\"},{\"question\":\"Why has integrating science subjects been difficult in France?\",\"answer\":\"The deeply rooted subjects-centred curriculum structure tends to block repeated innovation attempts aimed at integrating the teaching of scientific school subjects.\"},{\"question\":\"How does the paper frame the need for curriculum change?\",\"answer\":\"It argues that successful curriculum change depends on considering the historical process through which school subjects are defined and established in epistemological and social dimensions.\"}]","Integration of Science, Technology, Engineering and Mathematics: Is this Curricular Revolution really possible in France? | PDF",1792092914,15]