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Theses

Les logiques d'engagement d'enseignants face à une question socioscientifique médiatisée : le cas du réchauffement climatique

Abstract : Since the Johannesburg international meeting (2002), France signed on the National strategy for sustainable development. Political tendancies of this schedule are based on intergovernmental climate change assessment in order to request mobilization in sciences, medias and education. Here, I discuss the social construction of this compromise which appears consensual. In this political context, my work consist in studying the teachers' involvements facing global warming issue education. In this aim, I perform an experiment with high school teachers during 2006 and 2007. Eight of them, representing several disciplines, have to suggest educational strategies concerning climate change and sustainable development. I mixed two approaches to estimate teachers' involvements. Communication and didactical analysis reveals social meanings of education related to the climatic question. The experiment demonstrates that the teachers' strategies are based on both their own convictions about climatic social risks and on the communicational effects they perceived to have on the children. Teachers adopt various postures between two antagonistic tendancies : from a normative education to a choice constructivist education. This study militates for a communicational ethic contributing to the development of a socializated science representation. It also questions the institutional request for citizenship and sustainable development.
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Submitted on : Wednesday, January 12, 2011 - 10:43:03 AM
Last modification on : Monday, December 28, 2020 - 3:31:53 PM
Long-term archiving on: : Wednesday, April 13, 2011 - 2:45:15 AM

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Benoit Urgelli. Les logiques d'engagement d'enseignants face à une question socioscientifique médiatisée : le cas du réchauffement climatique. Education. Ecole normale supérieure Lettres et Sciences Humaines - ENS-LSH Lyon, 2009. Français. ⟨NNT : ENSLSH-5319465⟩. ⟨tel-00555072⟩

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