Contributeurs:
État de publication: Publiée (2009 ,9 Novembre )
Nom de la revue: Science Education
Volume: 94
Numéro: 4
Intervalle de pages: 743-759
URL: http://onlinelibrary.wiley.com/doi/10.1002/sce.20376/abstract
Résumé: Current opinion holds that school science has not been producing the expected outcomes. Highlighted by a considerable body of research, one of the concerns is that young people still mobilize a naive conception of science. Consequently, we must pursue the reflection process concerning ways of renewing the school conception of science so as to propose ways of representing and doing that are a greater source of participation among students. In this article, we argue for the importance of enriching school discourses by mobilizing a socialized conception of science. Our perspective seeks to highlight the major theoretical contributions of ethnomethodology put forward by Bruno Latour. Hence, we propose an operational definition of the social construction of science based on actor-network theory as an attempt to produce a more focused conceptualization of science as a social enterprise. This theoretical work enables us to bring out various facets of the social construction of science that, in our view, should be accounted for in classes to renew the school image of science in line with the characteristics of contemporary technosciences in the making. Finally, we illustrate how we can mobilize this understanding of science for secondary students.
Mots clé(s):
Dimension(s):
Théorie de l'activité:
Appartenance: