Abstract
This chapter’s aim is to highlight the importance of critical pedagogy for activism in science and environmental education, notably an «education for awareness» regarding the dominant ideologies and the instrumental rationality related to climate change. We tried to apply some of these principles at high school level, with French speaking students in Quebec, to question and enhance their conceptions of the nature of science, by inviting them to document issues on climate change, including uncertainties, controversies and research practices. We also present some results about their civic engagement on climate change.
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Notes
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This research was made possible with funding from the Research Council Social Sciences and Humanities (SSHRC, B. Bader and C. Lapointe, 2008–2011) and the Quebec Fund for Research on Society and Culture (FQRSC, G. Therriault, 2008–2010). Some of the results presented here have been adapted from the paper: Bader, B., Jeziorski, A. & G. Therriault (2013). Conception des sciences et d’un agir responsable des élèves face aux changements climatiques. In Jean Simonneaux et Bernard Calmettes (Eds.). Les Dossiers des Sciences de l’Éducation, 29. Theme issues on ‘Les sciences et les crises contemporaines’, 15–32.
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These students are in the (IEP) international education program, whose official name is the program of junior high (MYP), and the responsibility of the International Baccalaureate Organization (http://www.ibo.org). This program is based on three main principles: intercultural awareness, global education and communication.
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Bader, B., Laberge, Y. (2014). Activism in Science and Environmental Education: Renewing Conceptions About Science Among Students When Considering Socioscientific Issues. In: Bencze, J., Alsop, S. (eds) Activist Science and Technology Education. Cultural Studies of Science Education, vol 9. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4360-1_23
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