Les postures des animateurs et des animatrices scientifiques quant au dialogue "sciences en/et société"
The purpose of this study was to explore informal science educators’ position on the “science in/and society” dialogue and the means whereby they ensure that dialogue through their pedagogical interventions in out-of-school settings. Six informal science educators were interviewed, leading to rich data in terms of their understanding of the nature of science, their pedagogical positions as transmitters, constructors and mediators of children’s development of science literacy in out-of-school settings, and the manner they perceive the role of their pedagogical interventions in children’s science literacy development and understanding of science as a tool for socio-political action, as called for by a science in/and society dialogue. The epistemic, pedagogical and social positions identified range from empiricism to constructivism, from entertainment to empowerment, and from recognition of the value of science in society to a critique of its pre-eminence, suggesting great diversity among the educators studied. Many of the sampled educators held hybrid and at times conflicting positions, suggesting the potential value of educational interventions that offer a means for informal science educators to question and critically re-examine their current practices.
informal science education out-of-school settings dialogue "sciences en/et société" “science in/and society” dialogue nature of science epistemology of science informal science pedagogy science teaching for socio-political action