A model to analyze attempt of Science Education to coincide with Participatory Education by schooling SocioScientific Issue : Case study of French lesson dealing with Vaccine Hesitancy
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1 février 2021
- ISIDORE Id: 10670/1.df333e...
- hal: hal-03807787
info:eu-repo/semantics/OpenAccess
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Students--Education Children--Education Education of children Schooling Pedagogy Youth--Education Instruction Education, Primitive Human resource developmentCiter ce document
Olivier Morin et al., « A model to analyze attempt of Science Education to coincide with Participatory Education by schooling SocioScientific Issue : Case study of French lesson dealing with Vaccine Hesitancy », HAL SHS (Sciences de l’Homme et de la Société), ID : 10670/1.df333e...
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Questioning contemporary stakes is questioning the future of a world made up of hybrid objects belonging both to the natural and the cultural, to the scientific, technical, political, economic and social fields. Insisting on the scientific dimension of such issues, Irwin (2001) names scientific citizenship the possibility given to non-specialist citizens to take part democratically in the choices of society in terms of technoscientific innovations. It requires an education whose modalities, such as the schooling of socioscientific controversies, deserve to be questioned. In this paper, we will consider the articulation of science education and political education approaches, drawing on the typology of Levinson (2010). We offer a model to characterize the strategies adopted a priori by the teachers and to compare them a posteriori with the pupils'reactions. A study of two biology sessions during which 13 to 15-year-old French pupils discussed with their teacher the delicate issue of vaccine hesitancy shows the potential interest of this model to characterize the orchestration of surveys (Simonneaux, 2019) about Socially Acute Questions.
