Proposals for a more citizen-oriented science education
In response to reflections in the field of research in the didactics of science and the teaching of science itself, in conjunction with the participation of citizens in complicated socio-technical affairs, this article presents a conceptual framework that sheds light on the way college students describe citizens who are concerned by current controversial socio-technical topics. This framework is based on interaction models between citizens and scientists described by Callon: ‘Deficit’ models, ‘Public debate’ models and ‘Coproduction of knowledge’ models; each model is explained and illustrated by a diagram. The author provides an in-depth look at some of the contributions of this framework by bringing to light the results of a case study carried out among students in the form of extracts of analyzed and commented discussions. She also tackles the question of the pedagogical anchoring of the Deficit, Public Debate and Coproduction of knowledge models as didactic tools and explicit teaching objects, while proposing various uses of these models in the practice of teaching science and other disciplines.
Article available in French only.
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