Apprenance, rapports aux sciences et effets de la catégorisation scientifique scolaire
Abstract
Purpose: The purpose of this paper is to present complementary studies focused on the a posteriori effects of school science categorization (SSC) on adults’ relationships to scientific knowledge. This interest of this issue is linked to the fact that specificities of the science secondary school diplomas in many countries such as France make many adults feel later unable to explore any issues related to school science and to STEM. Methods: In terms of methods, this paper presents how Carré’s “learnance” concept (2005) can be used in this purpose as a relevant tool. Results: As results, those studies shows that the effects of this SSC can be described by considering a general “learnance" attitude and a" spectrum of" thematic "learnance", according to two complementary empirical approaches: the implementation of evidence of a thematic deficit of a posteriori learnance; the study of "positive deviants"; and who, despite their initial academic categorization, appropriate scientific knowledge, like some chronic patients or amateur scientists.
Les spécificités du bac scientifique font que de nombreux adultes se sentent incapables
d’explorer toute question liée aux sciences scolaires. Les effets de cette catégorisation scolaire
peuvent être décrits en considérant une apprenance « en général » et un spectre d’«
apprenances » thématiques, selon deux approches empiriques complémentaires : la mise en
évidence d’un déficit thématique d’apprenance a posteriori ; l’étude de « déviants positifs »
qui, malgré leur catégorisation scolaire initiale, s’approprient des savoirs scientifiques,
comme certains malades chroniques ou scientifiques amateurs.
Origin : Files produced by the author(s)
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