Simonneaux, Laurence and Panissal, Nathalie and Brossais, Emmanuelle Students'perception of riskabout nanotechnology after an SAQ teaching strategy. ( In Press: 2011) International Journal of Science Education.
(Document in English)
PDF (Publisher's version) - Depositor and staff only - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
We experimented with teaching nanotechnology in high school within the perspective of citizenship education in science by involving experts in nanotechnology, education, ethics and philosophy. After training, the students debated a Socially Acute Question (SAQ) that they elaborated during the various phases of instruction. The field of SAQs represents a French orientation for the teaching of SocioScientific Issues. We analyzed the interactions of students in the debate to determine their risk perception on nanotechnology. We compared and put their arguments into perspective using various analytical frameworks. We observed two contrasting argumentative tendencies: one reflecting a positivist view that involved an individualistic use of nanotechnology and science and one carrying a critical and humanistic vision of the use of nanotechnology and science.
|Audience (journal):||International peer-reviewed journal|
|Institution:||Université de Toulouse > Ecole Nationale de Formation Agronomique - ENFA (FRANCE)|
Université de Toulouse > Université Toulouse - Jean Jaurès - UT2J (FRANCE)
|Deposited By:||Laurence Simonneaux|
|Deposited On:||17 Oct 2012 13:31|
Repository Staff Only: item control page