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Students'perception of riskabout nanotechnology after an SAQ teaching strategy

Simonneaux, Laurence and Panissal, Nathalie and Brossais, Emmanuelle Students'perception of riskabout nanotechnology after an SAQ teaching strategy. (2013) International journal of science education, 35 (14). 2376-2406. ISSN 0950-0693

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Official URL: https://doi.org/10.1080/09500693.2011.635164


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.

Item Type:Article
Additional Information:Thanks to Taylor & Francis editor. The original PDF of the article can be found at International journal of science education website : http://www.sciencedirect.com/science/journal/00406031 https://www.tandfonline.com/doi/abs/10.1080/09500693.2011.635164
Audience (journal):International peer-reviewed journal
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Institution:Université de Toulouse > Ecole Nationale Supérieure de Formation de l'Enseignement Agricole - ENSFEA (FRANCE)
Université de Toulouse > Université Toulouse - Jean Jaurès - UT2J (FRANCE)
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Deposited On:17 Oct 2012 13:31

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