L’étude de controverses pour une connaissance des pratiques et des institutions de recherches technoscientifiques

Socio-technical controversies can be an object of learning about democracy and a way to foster empowerment of students, through confrontation with a diversity of points of view. It is a question of developing among young people, from the identification of the actors of the controversy and a work on...
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Autor*in:	Virginie Albe [verfasserIn]

Format:	E-Artikel
Sprache:	Französisch

Erschienen:	2022

Schlagwörter:	Science-Technology-Society Technoscience Controversies controversies awareness critical pedagogy

Übergeordnetes Werk:	In: Questions Vives - Université de Provence, 2012, 37(2022)
Übergeordnetes Werk:	volume:37 ; year:2022

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc Journal toc

DOI / URN:	10.4000/questionsvives.6590

Katalog-ID:	DOAJ082702292

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author	Virginie Albe
spellingShingle	Virginie Albe misc Science-Technology-Society misc Technoscience misc Controversies misc controversies misc awareness misc critical pedagogy misc Education misc L L’étude de controverses pour une connaissance des pratiques et des institutions de recherches technoscientifiques
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title_auth	L’étude de controverses pour une connaissance des pratiques et des institutions de recherches technoscientifiques
abstract	Socio-technical controversies can be an object of learning about democracy and a way to foster empowerment of students, through confrontation with a diversity of points of view. It is a question of developing among young people, from the identification of the actors of the controversy and a work on their interests and their arguments, an epistemological complexification and to train them socio-politically, by keeping away the binary approach (for/against) which often structures the media presentations of controversies, and their pedagogical treatment. The analysis of the framing effects of the pedagogical sequence co-constructed with professionals (teachers and researchers) shows here that the pupils reproduce the discourse of the public debate by positioning themselves in favor of nanotechnologies as a responsible innovation, but in the same time pupils ethically reject the transhumanist perspectives of manipulation of the living and the human being. They also question the interest of nanotechnologies in spaces of deliberation without a pedagogical framework. Such results invite us to (re)consider the formats for dealing with controversies in science classes.
abstractGer	Socio-technical controversies can be an object of learning about democracy and a way to foster empowerment of students, through confrontation with a diversity of points of view. It is a question of developing among young people, from the identification of the actors of the controversy and a work on their interests and their arguments, an epistemological complexification and to train them socio-politically, by keeping away the binary approach (for/against) which often structures the media presentations of controversies, and their pedagogical treatment. The analysis of the framing effects of the pedagogical sequence co-constructed with professionals (teachers and researchers) shows here that the pupils reproduce the discourse of the public debate by positioning themselves in favor of nanotechnologies as a responsible innovation, but in the same time pupils ethically reject the transhumanist perspectives of manipulation of the living and the human being. They also question the interest of nanotechnologies in spaces of deliberation without a pedagogical framework. Such results invite us to (re)consider the formats for dealing with controversies in science classes.
abstract_unstemmed	Socio-technical controversies can be an object of learning about democracy and a way to foster empowerment of students, through confrontation with a diversity of points of view. It is a question of developing among young people, from the identification of the actors of the controversy and a work on their interests and their arguments, an epistemological complexification and to train them socio-politically, by keeping away the binary approach (for/against) which often structures the media presentations of controversies, and their pedagogical treatment. The analysis of the framing effects of the pedagogical sequence co-constructed with professionals (teachers and researchers) shows here that the pupils reproduce the discourse of the public debate by positioning themselves in favor of nanotechnologies as a responsible innovation, but in the same time pupils ethically reject the transhumanist perspectives of manipulation of the living and the human being. They also question the interest of nanotechnologies in spaces of deliberation without a pedagogical framework. Such results invite us to (re)consider the formats for dealing with controversies in science classes.
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title_short	L’étude de controverses pour une connaissance des pratiques et des institutions de recherches technoscientifiques
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score	7.4016542

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