About
Jeremy Dehon is a Researcher at the University of Namur's Faculty of Education and Training, specifically within the Department of Chemistry Didactics Research. His work focuses on improving chemistry education through didactic analysis, curriculum development, and educational innovation. He holds a Doctor of Science degree from the University of Namur, awarded in 2018 for his thesis on diagnosing learning difficulties in chemistry symbolism.
- Education: Doctor of Science (2018), University of Namur
- Key Areas: Chemistry Didactics, Symbolic Language in Chemistry, Curriculum Analysis, Teacher Activity Patterns
His research explores challenges in secondary chemistry education, including stoechiometry problem-solving, chemical reaction representation through stop-motion animation, and the linguistic analysis of chemical semiotics. He has led or collaborated on six research projects since 2010, addressing issues like curriculum content prioritization and teacher-student support mechanisms in Belgium's French-speaking regions.
- Recent Projects: Analysis of Curriculum Content Prioritization (2022), Evaluation of Chemistry Practical Skills Assessment (2020)
Dehon has received two major awards: the Prix de la Société Royale de Chimie (2004) and Prix Philippe Meystadt (2020). His work contributes to UN Sustainable Development Goal 4 (Quality Education) through improving teaching methodologies and student outcomes.
He actively participates in academic events, including organizing symposiums like the 5th ADiS Colloquium (2024), and presents on topics like chemistry education's role in STEM fields. His research bridges theoretical didactic frameworks with practical classroom applications, emphasizing teacher collaboration and innovation in science education.
