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We live in the age of uncertainties. The development of technosciences creates huge interrogations for which societies are unable to answer with certainty and universality. In addition to the fundamental epistemological debate about the certainty of scientific knowledge appear by now some social, political, informational uncertainties that structure the dynamic of the controversies in the social space. Within classroom, the teaching of socially acute questions (as nuclear energy, GMOs, animal welfare, etc) provides the opportunity to work on these uncertainties, because of the plurality of potential answers they include. In the field of sciences didactic, these uncertainties approach allows a better comprehension of the socially acute questions' teaching risks felt by teachers. How do the uncertainties encountered reconfigure their relation to the knowledge involved in the controversy and the representation they have about science teaching?I investigated in two educational systems, general education (biology teachers) and agricultural education (teachers from different disciplines) around the acute question of agroecological transition. A comparative analysis of curricula distinguishes two educational cultures that don't give the same visibility to uncertainties: general education organizes it curricula more around stabilized knowledge whereas agricultural education, with multidisciplinarity, profiles a kind of inclusion of some uncertainties. Despite a strong intangibility of the "uncertainty" term, I uncovered some clues of uncertainties' characterization related to agroecological transition in the teachers' comments. These elements modify my representation of uncertainty around four main forms: epistemic uncertainty, uncertainty of technosciences' impacts, actors uncertainty and uncertainty of possible solutions. In the process of teachers' positioning on the studied question, I observed a difficult understanding of the complexity due to a sensation of informational saturation or a kind of rationalist reflex encouraging them to enclose the question with a final, certain and reassuring answer. Overall, socially acute questions expose the teachers, beginners or not, to epistemic insecurity. Intrinsically, these questions lead them to construct their point of view on the subject during the course preparation or potentially during the students' inquiry in classroom. It implies a reconfiguration of their professional posture that some of them accept, mourning epistemic completeness by conviction or experience, and that others don't accept, looking for strengthening their position concerning knowledge mastering and social control of the classroom. My observation of professional training situations – around mapping controversies or developing a pedagogical scenario – shows that some devices of socio-scientific inquiry allow an exploration of the question's complexity and create possibilities to work on uncertainties. However, efficient tools have still to be thought or adapted, as scenarios of the future, in complement with a real epistemological training of science teachers. These are the living conditions of an uncertainty education that can have the means to exceed the anxiety-provoking aspect of technosciences consequences and be able to override a technician accaparation of these issues. This uncertainty education, with the help of a kind of action ecology, would give to the citizens resources for a reappropriation of their futures and, finally, create opportunities whose socio-political relevance is the proper horizon. ; Nous vivons à l'ère des incertitudes. Le développement des technosciences génère de grandes questions auxquelles les sociétés sont incapables de répondre avec certitude et universalité. Au débat épistémologique fondamental de la certitude des savoirs scientifiques s'agrègent désormais des incertitudes sociales, politiques, informationnelles qui structurent les dynamiques des controverses dans l'espace social. À l'école, l'enseignement des questions socialement vives (comme l'énergie nucléaire, les OGM, la dignité animale, etc) matérialise ces incertitudes, du fait de la pluralité des réponses possibles qu'elles impliquent. Dans le champ de la didactique des sciences, l'approche par les incertitudes permet de mieux comprendre les risques professionnels ressentis par les enseignantes. Comment les indéterminations rencontrées reconfigurent leur rapport aux savoirs en jeu dans la controverse et l'idée qu'elles se font de la manière d'enseigner les sciences ?J'ai mené mon enquête au sein de deux systèmes éducatifs, l'éducation nationale (enseignantes de SVT) et l'enseignement agricole (enseignantes de différentes disciplines), autour de la question vive de la transition agroécologique. Une analyse des référentiels m'a permis de caractériser des cultures éducatives ne proposant pas la même visibilité des incertitudes, l'éducation nationale organisant davantage ses curricula autour de savoirs stabilisés quand l'enseignement agricole, par la pluridisciplinarité, esquisse une prise en compte de certaines indéterminations. Malgré une intangibilité forte du terme "incertitude", j'ai relevé des indices de caractérisations des incertitudes de la transition agroécologique dans les propos des enseignantes. Ces éléments actualisent ma conception de l'incertitude autour de quatre formes principales : l'incertitude épistémique, l'incertitude des impacts des technosciences, l'incertitude des acteurs et l'incertitude des solutions possibles. Dans le processus de positionnement des enseignantes sur la question étudiée, j'ai observé une difficile appréhension de la complexité, en raison d'une sensation de saturation informationnelle ou d'une sorte de réflexe rationaliste incitant à clôturer la question par une réponse définitive, certaine, et donc rassurante. De manière générale, les questions socialement vives placent les enseignantes, débutantes ou non, en situation d'insécurité épistémique. Intrinsèquement, les questions vives les amènent en effet à construire leur point de vue sur le sujet pendant la phase de préparation de cours, voire potentiellement pendant l'enquête menée par les élèves. Cela implique une reconfiguration de leur posture professionnelle que certaines acceptent, faisant le deuil de la volonté d'exhaustivité épistémique, par conviction ou par expérience, d'autres ne l'acceptant pas et cherchant à renforcer leur position quant à la maîtrise du savoir et du contrôle social de la classe. Mon observation de certaines situations de formation – autour de l'usage de la cartographie de controverse ou de la construction collective d'un scénario pédagogique – montre que certains dispositifs de la démarche d'enquête socio-scientifique permettent toutefois d'explorer la complexité de la question et d'ouvrir des opportunités de travail autour des incertitudes. À l'image des scénarios du futur, de véritables outils restent cependant à concevoir ou à adapter, en complémentarité avec une réelle formation épistémologique des enseignantes de sciences et une reconsidération du principe de neutralité. Ce sont là les conditions d'existence d'une éducation aux incertitudes qui se donne les moyens de dépasser le caractère anxiogène des conséquences des technosciences et qui puisse écarter le danger d'une accaparation technicienne de ces enjeux. Cette éducation aux incertitudes, par une certaine écologie de l'action, donnerait aux citoyennes des ressources pour se réapproprier leurs futurs et, in fine, créer des possibles dont la justesse socio-politique serait le véritable horizon.

We live in the age of uncertainties. The development of technosciences creates huge interrogations for which societies are unable to answer with certainty and universality. In addition to the fundamental epistemological debate about the certainty of scientific knowledge appear by now some social, political, informational uncertainties that structure the dynamic of the controversies in the social space. Within classroom, the teaching of socially acute questions (as nuclear energy, GMOs, animal welfare, etc) provides the opportunity to work on these uncertainties, because of the plurality of potential answers they include. In the field of sciences didactic, these uncertainties approach allows a better comprehension of the socially acute questions' teaching risks felt by teachers. How do the uncertainties encountered reconfigure their relation to the knowledge involved in the controversy and the representation they have about science teaching?I investigated in two educational systems, general education (biology teachers) and agricultural education (teachers from different disciplines) around the acute question of agroecological transition. A comparative analysis of curricula distinguishes two educational cultures that don't give the same visibility to uncertainties: general education organizes it curricula more around stabilized knowledge whereas agricultural education, with multidisciplinarity, profiles a kind of inclusion of some uncertainties. Despite a strong intangibility of the "uncertainty" term, I uncovered some clues of uncertainties' characterization related to agroecological transition in the teachers' comments. These elements modify my representation of uncertainty around four main forms: epistemic uncertainty, uncertainty of technosciences' impacts, actors uncertainty and uncertainty of possible solutions. In the process of teachers' positioning on the studied question, I observed a difficult understanding of the complexity due to a sensation of informational saturation or a kind of rationalist reflex ...

Appear by now some social, political, informational uncertainties that structure the dynamic of the controversies in the social space. Within classroom, the teaching of socially acute questions (as nuclear energy, GMOs, animal welfare, etc) provides the opportunity to work on these uncertainties. How do the uncertainties encountered by science teachers reconfigure their relation to the knowledge involved in the controversy and the representation they have about science teaching? I investigated in two educational systems, general education (biology teachers) and agricultural education (teachers from different disciplines) around the acute question of agroecological transition. Overall, socially acute questions expose the teachers to epistemic insecurity. Intrinsically, these questions lead them to construct their point of view on the subject during the course preparation or potentially during the teaching activity. It implies a reconfiguration of their professional posture that some of them accept, mourning epistemic completeness, and that others don't accept, looking for strengthening their position concerning knowledge mastering. My observation of professional training situations – around mapping controversies or developing a pedagogical scenario – shows that some devices of socio-scientific inquiry allow an exploration of the question's complexity. However, efficient tools have still to be thought or adapted, as scenarios of the future, in complement with a real epistemological and informational training of science teachers. These are the living conditions of an uncertainty education that would give to the citizens resources for a reappropriation of their futures and, finally, create opportunities whose socio-political relevance is the proper horizon. ; Nous vivons à l'ère des incertitudes. Au débat épistémologique de la certitude scientifique s'agrègent des incertitudes sociales, politiques, informationnelles qui structurent les controverses dans l'espace social. À l'école, l'enseignement des questions socialement vives (énergie nucléaire, OGM, etc) matérialise ces incertitudes. Comment les indéterminations rencontrées par les enseignantes de sciences reconfigurent leur rapport aux savoirs en jeu dans la controverse et l'idée qu'elles se font de la manière d'enseigner ? J'ai mené mon enquête au sein de deux systèmes éducatifs, l'éducation nationale (enseignantes de SVT) et l'enseignement agricole (enseignantes de différentes disciplines), autour de la question vive de la transition agroécologique. De manière générale, les questions socialement vives placent les enseignantes en insécurité épistémique. Les questions vives les amènent à construire leur point de vue sur le sujet pendant la phase de préparation de cours, voire pendant l'enseignement. Cela implique une reconfiguration de leur posture professionnelle que certaines acceptent, faisant le deuil de la volonté d'exhaustivité épistémique, d'autres ne l'acceptant pas et cherchant à renforcer leur position quant à la maîtrise du savoir. Mon observation des situations de formation – autour de la cartographie de controverse ou de la construction collective d'un scénario pédagogique – montre que certains dispositifs de la démarche d'enquête socio-scientifique permettent d'explorer la complexité de la question. À l'image des scénarios du futur, de véritables outils restent toutefois à concevoir, en complémentarité avec une réelle formation épistémologique et médiatique des enseignantes de sciences et une reconsidération du principe de neutralité. Ce sont là les conditions d'existence d'une éducation aux incertitudes qui puisse donner aux citoyennes les ressources pour se réapproprier des futurs dont la justesse socio-politique serait le véritable horizon.

Appear by now some social, political, informational uncertainties that structure the dynamic of the controversies in the social space. Within classroom, the teaching of socially acute questions (as nuclear energy, GMOs, animal welfare, etc) provides the opportunity to work on these uncertainties. How do the uncertainties encountered by science teachers reconfigure their relation to the knowledge involved in the controversy and the representation they have about science teaching? I investigated in two educational systems, general education (biology teachers) and agricultural education (teachers from different disciplines) around the acute question of agroecological transition. Overall, socially acute questions expose the teachers to epistemic insecurity. Intrinsically, these questions lead them to construct their point of view on the subject during the course preparation or potentially during the teaching activity. It implies a reconfiguration of their professional posture that some of them accept, mourning epistemic completeness, and that others don't accept, looking for strengthening their position concerning knowledge mastering. My observation of professional training situations – around mapping controversies or developing a pedagogical scenario – shows that some devices of socio-scientific inquiry allow an exploration of the question's complexity. However, efficient tools have still to be thought or adapted, as scenarios of the future, in complement with a real epistemological and informational training of science teachers. These are the living conditions of an uncertainty education that would give to the citizens resources for a reappropriation of their futures and, finally, create opportunities whose socio-political relevance is the proper horizon. ; Nous vivons à l'ère des incertitudes. Au débat épistémologique de la certitude scientifique s'agrègent des incertitudes sociales, politiques, informationnelles qui structurent les controverses dans l'espace social. À l'école, l'enseignement des questions ...