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QUAND LA RECHERCHE EN ÉDUCATION AUX SCIENCES SE PROPOSE D’EXAMINER LE POINT DE VUE D’ÉTUDIANTS SUR LES RÔLES ET CAPACITÉS DES ACTEURS SOCIAUX CONCERNÉS PAR LES CONTROVERSES SOCIOTECHNIQUES

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Author(s)
Pouliot, Chantal
Contributor(s)
FQRSC CRSH
Keywords
controverse sociotechnique
acteurs sociaux
science education

Metadatos
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URI
http://hdl.handle.net/20.500.12424/2352
Online Access
http://mje.mcgill.ca/article/view/2942
Abstract
RÉSUMÉ. Dans cet article, nous problématisons l’appropriation de controverses sociotechniques par le biais de l’utilisation d’outils théoriques développés dans le domaine des science & technology studies. Nous présentons d’abord les notions de représentation délégative et de traduction ainsi que trois modèles d’interactions des citoyens avec les scientifiques. Puis nous interprétons le point de vue d’étudiants de niveau collégial sur les capacités et rôles des citoyens concernés par la controverse autour de la téléphonie cellulaire de même que sur l’objet de la controverse, la constitution des collectifs de recherche et la diffusion des savoirs.   WHEN RESEARCH IN EDUCATION CONSIDERSTHE VIEWS OF STUDENTS ON THE ROLES AND CAPABILITIES OF SOCIAL ACTORS AFFECTED BY SOCIOTECHNICAL CONTROVERSIES  ABSTRACT. In this article we examine the appropriation of sociotechnical contro­versies through the use of theoretic tools developed in the field of science and technology. We begin by introducing the concepts of delegated representation and of translation, as well as three models of interactions between laymen and scientists. We then interpret the views of college students on the capabilities and the roles of laymen affected by the debate surrounding wireless communication as well as on the controversy regarding the setup of joint research groups and the dissemination of knowledge.
Date
2009-02-26
Type
info:eu-repo/semantics/article
Identifier
oai:ojs.ejournal.library.mcgill.ca:article/2942
http://mje.mcgill.ca/article/view/2942
Colecciones
McGill Journal of Education

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