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Educational Configurations for Teaching Environmental Socioscientific Issues Within The Perspective of Sustainability

机译:可持续性视角下环境社会科学问题的教学结构

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摘要

Education for Sustainability has become an institutional requirement in many countries. It takes many forms that can integrate the teaching of environmental Socioscientific Issues (SSIs). In this context, we present the French notion of Socially Acute Questions (SAQs). We develop a theoretical frame to analyse educational configurations applied to the teaching of SAQs within the perspective of sustainability. This frame is built with a reference to a matrix integrating attributes of knowledge (universal, plural, engaged or contextualised), teachers’ epistemological postures (scientism, utilitarianism, skepticsm or relativism) and various didactic strategies (doctrinal, problematizing, critical or pragmatic). To illustrate this frame, three situations of teaching-learning are compared.
机译:可持续性教育已成为许多国家的一项制度要求。它采取多种形式,可以整合环境社会科学问题(SSI)的教学。在这种情况下,我们介绍了法国的社会急性问题(SAQ)概念。我们建立了一个理论框架,从可持续性角度分析了用于SAQ教学的教育配置。该框架是通过参考一个矩阵来构建的,该矩阵整合了知识(通用,多元,参与或上下文化),教师的认识论姿势(科学主义,功利主义,怀疑论或相对主义)和各种教学策略(教义,问题化,批判性或实用性) 。为了说明这一框架,比较了三种教学情况。

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