hal-05655354 Redonner du sens aux apprentissages : une approche par projet interdisciplinaire (…)

This article presents an educational experiment conducted at the Faculty of Pharmacy of Nantes University (Faculté de Pharmacie de Nantes Université) with students repeating a year or students who advanced to the next year but owing credits in a fundamental science course unit. Faced with learning difficulties linked to the fragmentation of knowledge, the heterogeneity of students' backgrounds, and the traditional transmissive format, an innovative approach centered on the creation of an interdisciplinary scientific poster was implemented. Designed according to the principles of constructive alignment, the project combines learning objectives, collaborative activities, and criteria-based assessment. The approach aims to develop scientific, communication, and cross-disciplinary skills, while restoring meaning to learning through active and contextualized pedagogy. The analysis of student feedback highlights a better understanding of content, as well as progress in autonomy, communication, and engagement. All participants validated the course, confirming the relevance of the format. This study demonstrates that project-based, interdisciplinary, and cooperative learning can serve as a catalyst for academic success among students experiencing learning difficulties. It invites us to rethink remediation methods in higher education, relying on more engaging, integrated, and inclusive learning environments.