Suchergebnisse

International audience ; Une éducation à l'esprit scientifique équilibrée par des apports épistémologiques et éthiques peut-elle contribuer à sa manière à réduire les inégalités dans la formation des citoyens de demain et dans la mise en oeuvre d'un projet de société ? Dans une première partie de notre contribution au présent ouvrage collectif, nous interrogerons la place des valeurs dans la construction de la pensée écologique de la fin du XX siècle et la nature épistémologique des problématiques dont s'empare l'écologie du XXIème siècle. Nous proposerons dans une seconde partie des pistes didactiques pour une scolarisation des questions environnementales reconnaissant l'exigence de justice environnementale au coeur des défis contemporains.

International audience ; Une éducation à l'esprit scientifique équilibrée par des apports épistémologiques et éthiques peut-elle contribuer à sa manière à réduire les inégalités dans la formation des citoyens de demain et dans la mise en oeuvre d'un projet de société ? Dans une première partie de notre contribution au présent ouvrage collectif, nous interrogerons la place des valeurs dans la construction de la pensée écologique de la fin du XX siècle et la nature épistémologique des problématiques dont s'empare l'écologie du XXIème siècle. Nous proposerons dans une seconde partie des pistes didactiques pour une scolarisation des questions environnementales reconnaissant l'exigence de justice environnementale au coeur des défis contemporains.

At a time marked by the public concerns about societal and environmental implications of technoscientific innovations, the purpose of science education is to prepare citizens to take active part on society choices. The generalisation of Education for Sustainable Development signs the integration of world contemporary stakes in problematized Scientific teaching while Inquiry Based Science Education penetrates curriculums of all countries. In such a context, the teaching of Socially Acute Questions (SAQs) incorporates uncertainty and complexity at the heart of the teaching and learning process. Environmental SAQs call for expertises that take stock of socio-ecological interactions at different scales, political and technoscientifical options, interests and values at play, connections between debated problems. At a crossroads of SAQs' didactics and digital pedagogy, this thesis aims to document forms of collective learning of democratic involvement in citizen expertises of Environmental SAQs. We make use of Digital Work Environment potential to broaden community of learning beyond geographical boundaries and disciplinary compartmentalization. We scrutinize collective SocioScientific and Sustainability Reasoning (S3R) of students in their fourth year of a teacher education degree from different disciplines and Universities in France and Australia. The originality of this work lies in seeing together Socio-Discursive Interactions and improvements of S3R collectively built. It reveals the major interest of socio-epistemologic disturbance occasionned by cross-cultural meetings. ; Dans une époque marquée par les inquiétudes publiques sur les implications sociétales et environnementales des innovations technoscientifiques, l'enjeu de l'éducation scientifique est de préparer les citoyens à prendre une part active aux choix de société. Tandis que les Inquiry Based Science Education pénètrent les programmes d'enseignements de tous les pays, la généralisation de l'Education au Développement Durable signe l'intégration des enjeux du monde contemporain dans des enseignements problématisés. Dans ce contexte, la scolarisation des Questions Socialement Vives (QSV) place l'incertitude et la complexité au cœur des processus d'enseignement/apprentissage. À la croisée de la didactique des QSV et de la pédagogie numérique, cette thèse vise à documenter les modalités d'apprentissages collectifs de la participation démocratique aux expertises citoyennes de QSV Environnementales. Nous exploitons le potentiel des Environnements Numériques de Travail collaboratifs à élargir les communautés d'apprentissages au-delà des frontières géographiques et des cloisonnements disciplinaires. Nous analysons les évolutions de Raisonnements SocioScientifiques dans une perspective de Durabilité (RSSD) construits collectivement par de futurs enseignants en quatrième année de formation initiale issus de disciplines et institutions universitaires diverses en France et en Australie. L'originalité de ce travail réside dans la mise en relation des interactions socio-discursives avec les niveaux d'approfondissement des RSSD co-construits. Elle révèle l'intérêt majeur des dérangements socio-épistémologiques occasionnés par les rencontres interculturelles.

At a time marked by the public concerns about societal and environmental implications of technoscientific innovations, the purpose of science education is to prepare citizens to take active part on society choices. The generalisation of Education for Sustainable Development signs the integration of world contemporary stakes in problematized Scientific teaching while Inquiry Based Science Education penetrates curriculums of all countries. In such a context, the teaching of Socially Acute Questions (SAQs) incorporates uncertainty and complexity at the heart of the teaching and learning process. Environmental SAQs call for expertises that take stock of socio-ecological interactions at different scales, political and technoscientifical options, interests and values at play, connections between debated problems. At a crossroads of SAQs' didactics and digital pedagogy, this thesis aims to document forms of collective learning of democratic involvement in citizen expertises of Environmental SAQs. We make use of Digital Work Environment potential to broaden community of learning beyond geographical boundaries and disciplinary compartmentalization. We scrutinize collective SocioScientific and Sustainability Reasoning (S3R) of students in their fourth year of a teacher education degree from different disciplines and Universities in France and Australia. The originality of this work lies in seeing together Socio-Discursive Interactions and improvements of S3R collectively built. It reveals the major interest of socio-epistemologic disturbance occasionned by cross-cultural meetings. ; Dans une époque marquée par les inquiétudes publiques sur les implications sociétales et environnementales des innovations technoscientifiques, l'enjeu de l'éducation scientifique est de préparer les citoyens à prendre une part active aux choix de société. Tandis que les Inquiry Based Science Education pénètrent les programmes d'enseignements de tous les pays, la généralisation de l'Education au Développement Durable signe l'intégration des ...

Abstract
Detecting the forces behind the success or failure of cultural products, such as books or films, remains a challenge. Three such forces are drift, context-biased selection and selection based on content – when things succeed because of their intrinsic appeal. We propose a tool to study content-biased selection in sets of cultural collections – e.g. libraries or movie collections – based on the 'shortlist effect': the fact that smaller collections are more selective and more likely to favour highly appealing items over others. We use a model to show that, when the shortlist effect is at work, content-biased cultural selection is associated with greater nestedness in sets of collections. Having established empirically the existence of the shortlist effect, and of content-biased selection, in 28 sets of movie collections, we show that nestedness contributions can be used to estimate to what extent specific movies owe their success to their intrinsic properties. This method can be used in a wide range of datasets to detect the items that owe their success to their intrinsic appeal, as opposed to 'hidden gems' or 'accidental hits'.

Abstract

Abstract
Cattle brands (ownership marks left on animals) are subject to forces influencing other graphic codes: the copying of constituent parts, pressure for distinctiveness and pressure for complexity. The historical record of cattle brands in some US states is complete owing to legal registration, providing a unique opportunity to assess how sampling processes leading to time- and space-averaging influence our ability to make inferences from limited datasets in fields like archaeology. In this preregistered study, we used a dataset of ~81,000 Kansas cattle brands (1990–2016) to explore two aspects: (1) the relative influence of copying, pressure for distinctiveness and pressure for complexity on the creation and diffusion of brand components; and (2) the effects of time- and space-averaging on statistical signals. By conducting generative inference with an agent-based model, we found that the patterns in our data are consistent with copying and pressure for intermediate complexity. In addition, by comparing mixed and structured datasets, we found that these statistical signals of copying are robust to, and possibly boosted by, time- and space-averaging.

AbstractWhat is fiction about, and what is it good for? An influential family of theories sees fiction as rooted in adaptive simulation mechanisms. In this view, our propensity to create and enjoy narrative fictions was selected and maintained due to the training that we get from mentally simulating situations relevant to our survival and reproduction. We put forward and test a precise version of this claim, the "ordeal simulation hypothesis". It states that fictional narrative primarily simulates "ordeals": situations where a person's reaction might dramatically improve or decrease her fitness, such as deadly aggressions, or decisions on long-term matrimonial commitments. Experience does not prepare us well for these rare, high-stakes occasions, in contrast with situations that are just as fitness-relevant but more frequent (e.g., exposure to pathogens). We study mortality in fictional and non-fictional texts as a partial test for this view. Based on an analysis of 744 extensive summaries of twentieth century American novels of various genres, we show that the odds of dying (in a given year) are vastly exaggerated in fiction compared to reality, but specifically more exaggerated for homicides as compared to suicides, accidents, war-related, or natural deaths. This evidence supports the ordeal simulation hypothesis but is also compatible with other accounts. For a more specific test, we look for indications that this focus on death, and in particular on death caused by an agent, is specific to narrative fiction as distinct from other verbal productions. In a comparison of 10,810 private letters and personal diary entries written by American women, with a set of 811 novels (also written by American women), we measure the occurrence of words related to natural death or agentive death. Private letters and diaries are as likely, or more likely, to use words relating to natural or agentive death. Novels written for an adult audience contain more words relating to natural deaths than do letters (though not diary entries), but this is not true for agentive death. Violent death, in spite of its clear appeal for fiction, does not necessarily provide a clear demarcation point between fictional and non-fictional content.

International audience ; This research follows the perspective of political, emancipatory, critical, creative, and engaging education allowing tto overcome two fundamental epistemic and social inhibitions which generate doubt or even renunciation of individual or collective possibilities to transform the world for an ecological transition. Five profiles of the eco-citizen engagement of young people arriving at the end of compulsory education (14-17 years) were established by means of a questionnaire survey (n = 170) updating and thus specifying the results obtained during a previous research. These results are now completed by the sociological and territorial characterization, but also cognitive dimensions, such as Socio Scientific Reasoning in the perspective of Sustainability, of the five profiles, by means of focus groups. The dynamics of interactions, the relationship to knowledge and to the World, in relation to identity, as well as social and epistemic dimensions, are taken into account in this framework and parameterized in order to determine contextualized and therefore more efficient socio-didactic strategies ; Cette recherche s'inscrit dans la perspective d'une éducation au politique, émancipatrice, critique, créative et mobilisatrice permettant le dépassement des deux inhibitions fondamentales épistémique et sociale qui engendrent le doute voire le renoncement sur les possibilités individuelles ou collectives de transformer le monde dans une perspective de transition écologique. Cinq profils de l'engagement écocitoyen de jeunes arrivants en fin de scolarité obligatoire (14-17 ans) ont été établis au moyen d'une enquête par questionnaire (n = 170) actualisant et précisant ainsi les résultats obtenus lors d'une recherche précédente. Ces résultats sont ici complétés par la caractérisation sociologique et territoriale, mais aussi cognitive, tels les Raisonnements Socio Scientifiques dans la perspective de Durabilité, des cinq profils, au moyen de focus groupes. Sont pris en compte dans ce cadre et ...

International audience ; This research follows the perspective of political, emancipatory, critical, creative, and engaging education allowing tto overcome two fundamental epistemic and social inhibitions which generate doubt or even renunciation of individual or collective possibilities to transform the world for an ecological transition. Five profiles of the eco-citizen engagement of young people arriving at the end of compulsory education (14-17 years) were established by means of a questionnaire survey (n = 170) updating and thus specifying the results obtained during a previous research. These results are now completed by the sociological and territorial characterization, but also cognitive dimensions, such as Socio Scientific Reasoning in the perspective of Sustainability, of the five profiles, by means of focus groups. The dynamics of interactions, the relationship to knowledge and to the World, in relation to identity, as well as social and epistemic dimensions, are taken into account in this framework and parameterized in order to determine contextualized and therefore more efficient socio-didactic strategies ; Cette recherche s'inscrit dans la perspective d'une éducation au politique, émancipatrice, critique, créative et mobilisatrice permettant le dépassement des deux inhibitions fondamentales épistémique et sociale qui engendrent le doute voire le renoncement sur les possibilités individuelles ou collectives de transformer le monde dans une perspective de transition écologique. Cinq profils de l'engagement écocitoyen de jeunes arrivants en fin de scolarité obligatoire (14-17 ans) ont été établis au moyen d'une enquête par questionnaire (n = 170) actualisant et précisant ainsi les résultats obtenus lors d'une recherche précédente. Ces résultats sont ici complétés par la caractérisation sociologique et territoriale, mais aussi cognitive, tels les Raisonnements Socio Scientifiques dans la perspective de Durabilité, des cinq profils, au moyen de focus groupes. Sont pris en compte dans ce cadre et ...