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Biotechnology applications are used in many different fields, from the chemicals industry to agriculture and from medical diagnoses to the pharmaceuticals and environmental sectors, and their repercussions are the subject of much debate. Argumentation is a key to the build-up of knowledge, and is a crucial aspect of scientific education in a democracy. The issue for educationalists is how to develop argumentation skills among pupils, so as to enable them to participate in debates as citizens. One of the main concerns is to enable pupils to identify and determine the validity of their emotional standpoints and of the arguments used by scientists, popularisers, teachers, other students and themselves. This paper presents a method for analysing the didactic strategies that have been put forward to develop pupils' argumentation skills in the area of biotechnology. Five supporting examples are considered. Our analysis focuses successively on the social characteristics at play and on the procedures recommended. Our aim is not to make value judgements, but to attempt to produce analytical tools to support designers and users of teaching materials in making their choices.

International audience ; Biotechnology applications are used in many different fields, from the chemicals industry to agriculture and from medical diagnoses to the pharmaceuticals and environmental sectors, and their repercussions are the subject of much debate. Argumentation is a key to the build-up of knowledge, and is a crucial aspect of scientific education in a democracy. The issue for educationalists is how to develop argumentation skills among pupils, so as to enable them to participate in debates as citizens. One of the main concerns is to enable pupils to identify and determine the validity of their emotional standpoints and of the arguments used by scientists, popularisers, teachers, other students and themselves. This paper presents a method for analysing the didactic strategies that have been put forward to develop pupils' argumentation skills in the area of biotechnology. Five supporting examples are considered. Our analysis focuses successively on the social characteristics at play and on the procedures recommended. Our aim is not to make value judgements, but to attempt to produce analytical tools to support designers and users of teaching materials in making their choices.

International audience ; Biotechnology applications are used in many different fields, from the chemicals industry to agriculture and from medical diagnoses to the pharmaceuticals and environmental sectors, and their repercussions are the subject of much debate. Argumentation is a key to the build-up of knowledge, and is a crucial aspect of scientific education in a democracy. The issue for educationalists is how to develop argumentation skills among pupils, so as to enable them to participate in debates as citizens. One of the main concerns is to enable pupils to identify and determine the validity of their emotional standpoints and of the arguments used by scientists, popularisers, teachers, other students and themselves. This paper presents a method for analysing the didactic strategies that have been put forward to develop pupils' argumentation skills in the area of biotechnology. Five supporting examples are considered. Our analysis focuses successively on the social characteristics at play and on the procedures recommended. Our aim is not to make value judgements, but to attempt to produce analytical tools to support designers and users of teaching materials in making their choices.

International audience ; Farm animal welfare (FAW) has been the subject of heated debate in European societies since the 1960s, in particular, the acceptability of intensive (or industrial) livestock farming. The European Commission gave educating breeders and citizens a central role in the actions to improve FAW set out in its strategic plan 2012-2015. The concept of animal welfare is complex and interdisciplinary with disciplines originating in the biological sciences such as anatomy, physiology, neurosciences, ethology, animal husbandry but also other disciplines originating in humanities and social sciences such as ethics, economy…The knowledge is under construction and the controversies are acute both between and at the heart of each of the disciplines. In France the BEPA (a national vocational certificate) in animal production qualifies the student to become a stockman and the Bac Pro CGEA (a vocational baccalaureate in farm management) provides access to the position of breeding manager. These two qualifications carry increasingly large stakes within a political context in which the onus is on developing alternative breeding practices focusing much more on the question of animal welfare. Each curriculum has been regularly updated since 1985. Our research focuses on how the socially acute question of FAW has been progressively introduced (or not) into the curricula of these two vocational qualifications. We firstly carried out a socio-epistemological study of animal welfare in order to identify the different aspects present in the process of knowledge construction. These results have enlightened our analysis of the evolution of animal welfare in the curricula of the vocational baccalaureate (Bac pro) and the national vocational certificate (BEPA). Our results reveal the progressive introduction, since 1992, of animal welfare into the curricula. At first, it was an educational/political question only present in the vocational section of the curricula (describing the occupations targeted by the ...

International audience ; Farm animal welfare (FAW) has been the subject, since several decades, of acute debate in European societies at scientific, ethical, legal, political, and social levels.The French agricultural vocational schools train students, through two diploma, to be able to work in farms or manage their own farm. Our study focuses on how the controversies raised by FAW have impacted prescriptions given to teachers who work in agricultural vocational schools. The first step in our study was to carry out a socio-epistemological analysis of farm animal welfare (Simonneaux, 2000). The results of our socio-epistemological analysis based on concept maps (Novak, 1972) were used to analyze the evolution of prescriptions in order to identify the acute dimensions and levels related to FAW. Our results show the introduction, in 1996, of the concept of FAW in prescriptions given to teachers with a gradual integration of notions and concepts related to FAW even if the concept remains largely simplified and presented in a consensual manner. ; Le bien-être animal (BEA) en élevage suscite, depuis plusieurs décennies, de vifs débats en Europe qui interrogent les domaines social, scientifique, éthique, juridique, politique ou encore professionnel. En France, l'enseignement agricole forme, par l'intermédiaire de deux diplômes, les futurs ouvriers et responsables d'élevage. Notre étude se centre sur comment les controverses soulevées par le BEA en élevage ont impacté progressivement les prescriptions adressées aux enseignants des lycées agricoles. Nous avons réalisé, dans un premier temps, une analyse socio-épistémologique (Simonneaux, 2000) du BEA en élevage. Ces résultats ont permis, ensuite, d'analyser l'évolution des prescriptions en nous appuyant sur des cartes conceptuelles (Novak, 1972) afin d'identifier les dimensions et les niveaux de vivacité relatifs au BEA en élevage. Nos résultats montrent l'introduction, à partir de 1996, du concept de BEA dans les prescriptions adressées aux enseignants avec une ...

International audience ; Farm animal welfare (FAW) has been the subject of heated debate in European societies since the 1960s, in particular, the acceptability of intensive (or industrial) livestock farming. The European Commission gave educating breeders and citizens a central role in the actions to improve FAW set out in its strategic plan 2012-2015. The concept of animal welfare is complex and interdisciplinary with disciplines originating in the biological sciences such as anatomy, physiology, neurosciences, ethology, animal husbandry but also other disciplines originating in humanities and social sciences such as ethics, economy…The knowledge is under construction and the controversies are acute both between and at the heart of each of the disciplines. In France the BEPA (a national vocational certificate) in animal production qualifies the student to become a stockman and the Bac Pro CGEA (a vocational baccalaureate in farm management) provides access to the position of breeding manager. These two qualifications carry increasingly large stakes within a political context in which the onus is on developing alternative breeding practices focusing much more on the question of animal welfare. Each curriculum has been regularly updated since 1985. Our research focuses on how the socially acute question of FAW has been progressively introduced (or not) into the curricula of these two vocational qualifications. We firstly carried out a socio-epistemological study of animal welfare in order to identify the different aspects present in the process of knowledge construction. These results have enlightened our analysis of the evolution of animal welfare in the curricula of the vocational baccalaureate (Bac pro) and the national vocational certificate (BEPA). Our results reveal the progressive introduction, since 1992, of animal welfare into the curricula. At first, it was an educational/political question only present in the vocational section of the curricula (describing the occupations targeted by the qualifications) from 2008 onwards. Knowledge relating to animal welfare is progressively fleshed out as the curricula are updated but even today the concept remains largely simplified. It only concerns two vocational disciplines and the scientific knowledge is far from explicit. Indeed, the question is still presented in a neutral fashion; the controversial aspects are totally overlooked. Thus, it is left up to the teacher to decide which scientific, social and vocational knowledge to teach in order to help students design ways of incorporating the notion of animal welfare into their breeding practices. The prescriptions do not incite teachers to clarify their ethical stance, which is nevertheless pivotal when teaching socially acute questions.

International audience ; Farm animal welfare (FAW) has been the subject, since several decades, of acute debate in European societies at scientific, ethical, legal, political, and social levels.The French agricultural vocational schools train students, through two diploma, to be able to work in farms or manage their own farm. Our study focuses on how the controversies raised by FAW have impacted prescriptions given to teachers who work in agricultural vocational schools. The first step in our study was to carry out a socio-epistemological analysis of farm animal welfare (Simonneaux, 2000). The results of our socio-epistemological analysis based on concept maps (Novak, 1972) were used to analyze the evolution of prescriptions in order to identify the acute dimensions and levels related to FAW. Our results show the introduction, in 1996, of the concept of FAW in prescriptions given to teachers with a gradual integration of notions and concepts related to FAW even if the concept remains largely simplified and presented in a consensual manner. ; Le bien-être animal (BEA) en élevage suscite, depuis plusieurs décennies, de vifs débats en Europe qui interrogent les domaines social, scientifique, éthique, juridique, politique ou encore professionnel. En France, l'enseignement agricole forme, par l'intermédiaire de deux diplômes, les futurs ouvriers et responsables d'élevage. Notre étude se centre sur comment les controverses soulevées par le BEA en élevage ont impacté progressivement les prescriptions adressées aux enseignants des lycées agricoles. Nous avons réalisé, dans un premier temps, une analyse socio-épistémologique (Simonneaux, 2000) du BEA en élevage. Ces résultats ont permis, ensuite, d'analyser l'évolution des prescriptions en nous appuyant sur des cartes conceptuelles (Novak, 1972) afin d'identifier les dimensions et les niveaux de vivacité relatifs au BEA en élevage. Nos résultats montrent l'introduction, à partir de 1996, du concept de BEA dans les prescriptions adressées aux enseignants avec une intégration progressive des notions et des concepts qui lui sont reliés au fur et à mesure des réformes même si le concept de BEA reste largement simplifié et présenté de manière consensuelle.

International audience ; Farm animal welfare has sparked debate Europe mainly challenging industrial breeding systems. This issue is central to European strategy especially where the training of breeders is concerned. The French agricultural vocational course "Bac Pro CGEA Conduite et Gestion de l'Exploitation Agricole" trains students to be able to manage their own farm. The Bac Pro CGEA curriculum was renovated in 2009 and the concept of farm animal welfare was explicitly integrated. Educating for animal welfare raises questions for didactics research as it is not stabilized academic knowledge but a socially and scientifically acute question (Legardez et Simonneaux, 2006). To understand and analyze how teachers and students deal with this concept in agricultural training, it is essential to study, in depth, the dimensions and components of farm animal welfare and also the institutional prescriptions. The first step in our study was to carry out a socio-epistemological analysis of farm animal welfare in order to identify the main actors involved, the current and former controversial aspects and the areas of consensus. The results reveal that farm animal welfare has ethical, scientific, legal, political, social and professional dimensions in which and between which highly controversial points are discussed. The second step was to analyze the Bac Pro CGEA curriculum based on the concepts of social practices of reference (Martinand, 1994) and disposition to act (Bourdieu, 1998). Only a few of the actors and controversial elements are present in the curriculum. The animal welfare issue is neutralized and its origin is assigned to social demand. Only two academic fields are concerned by it and the interdisciplinarity is reduced to technical choices. Our results show that in institutional texts there is a restrictive view of animal welfare which may induce some obstacles to the development of dispositions to act on farms.

International audience ; Farm animal welfare has sparked debate Europe mainly challenging industrial breeding systems. This issue is central to European strategy especially where the training of breeders is concerned. The French agricultural vocational course "Bac Pro CGEA Conduite et Gestion de l'Exploitation Agricole" trains students to be able to manage their own farm. The Bac Pro CGEA curriculum was renovated in 2009 and the concept of farm animal welfare was explicitly integrated. Educating for animal welfare raises questions for didactics research as it is not stabilized academic knowledge but a socially and scientifically acute question (Legardez et Simonneaux, 2006). To understand and analyze how teachers and students deal with this concept in agricultural training, it is essential to study, in depth, the dimensions and components of farm animal welfare and also the institutional prescriptions. The first step in our study was to carry out a socio-epistemological analysis of farm animal welfare in order to identify the main actors involved, the current and former controversial aspects and the areas of consensus. The results reveal that farm animal welfare has ethical, scientific, legal, political, social and professional dimensions in which and between which highly controversial points are discussed. The second step was to analyze the Bac Pro CGEA curriculum based on the concepts of social practices of reference (Martinand, 1994) and disposition to act (Bourdieu, 1998). Only a few of the actors and controversial elements are present in the curriculum. The animal welfare issue is neutralized and its origin is assigned to social demand. Only two academic fields are concerned by it and the interdisciplinarity is reduced to technical choices. Our results show that in institutional texts there is a restrictive view of animal welfare which may induce some obstacles to the development of dispositions to act on farms.

International audience ; Cet article interroge les finalités d'une éducation au développement durable, à travers la diversité des propositions pédagogiques et justifications proposées par huit enseignants de lycée. Conduite durant l'année scolaire 2006-2007, cette étude de cas liée à l'enseignement de la question climatique, dans le contexte français de la généralisation de l'éducation au développement durable, révèle l'existence d'une controverse entre enseignants. En relation avec leurs attachements disciplinaires, les acteurs s'engagent dans trois familles de modèles pédagogiques (modèle positiviste, modèle interventionniste et modèle critique), entre enseignement de choix et éducation aux choix. La diversité de ces engagements peut s'expliquer par la conviction écologique et le doute épistémologique de l'enseignant, associé à une vision des sciences plus ou moins socialisés et à une mission éducative considérée comme plus ou moins politique. Ce constat milite en faveur de l'organisation d'un débat entre enseignants, formateurs et responsables éducatifs autour des possibilités d'interroger démocratiquement, en contexte scolaire, les fondements scientifiques et idéologiques d'un développement durable lié à la résolution de la question climatique.

International audience ; Cet article interroge les finalités d'une éducation au développement durable, à travers la diversité des propositions pédagogiques et justifications proposées par huit enseignants de lycée. Conduite durant l'année scolaire 2006-2007, cette étude de cas liée à l'enseignement de la question climatique, dans le contexte français de la généralisation de l'éducation au développement durable, révèle l'existence d'une controverse entre enseignants. En relation avec leurs attachements disciplinaires, les acteurs s'engagent dans trois familles de modèles pédagogiques (modèle positiviste, modèle interventionniste et modèle critique), entre enseignement de choix et éducation aux choix. La diversité de ces engagements peut s'expliquer par la conviction écologique et le doute épistémologique de l'enseignant, associé à une vision des sciences plus ou moins socialisés et à une mission éducative considérée comme plus ou moins politique. Ce constat milite en faveur de l'organisation d'un débat entre enseignants, formateurs et responsables éducatifs autour des possibilités d'interroger démocratiquement, en contexte scolaire, les fondements scientifiques et idéologiques d'un développement durable lié à la résolution de la question climatique.

International audience ; Cet article interroge les finalités d'une éducation au développement durable, à travers la diversité des propositions pédagogiques et justifications proposées par huit enseignants de lycée. Conduite durant l'année scolaire 2006-2007, cette étude de cas liée à l'enseignement de la question climatique, dans le contexte français de la généralisation de l'éducation au développement durable, révèle l'existence d'une controverse entre enseignants. En relation avec leurs attachements disciplinaires, les acteurs s'engagent dans trois familles de modèles pédagogiques (modèle positiviste, modèle interventionniste et modèle critique), entre enseignement de choix et éducation aux choix. La diversité de ces engagements peut s'expliquer par la conviction écologique et le doute épistémologique de l'enseignant, associé à une vision des sciences plus ou moins socialisés et à une mission éducative considérée comme plus ou moins politique. Ce constat milite en faveur de l'organisation d'un débat entre enseignants, formateurs et responsables éducatifs autour des possibilités d'interroger démocratiquement, en contexte scolaire, les fondements scientifiques et idéologiques d'un développement durable lié à la résolution de la question climatique.

In this article, we study third-year university students'reasoning about three controversial socio-scientific issues from the viewpoint of education for sustainable development: local issues (the reintroduction of bears in the Pyrenees in France, wolves in the Mercantour) and a global one (global warming). We used the theoretical frameworks of social representations and of socio-scientific reasoning. Students'reasoning varies according to the issues, in particular because of their emotional proximity with the issues and their socio-cultural origin. About this kind of issues, it seems pertinent to integrate into the operations of socio-scientific reasoning not only the consideration of values, but also the analysis of the modes of governance and the place given to politics.

International audience ; In this article, we study third-year university students'reasoning about three controversial socio-scientific issues from the viewpoint of education for sustainable development: local issues (the reintroduction of bears in the Pyrenees in France, wolves in the Mercantour) and a global one (global warming). We used the theoretical frameworks of social representations and of socio-scientific reasoning. Students'reasoning varies according to the issues, in particular because of their emotional proximity with the issues and their socio-cultural origin. About this kind of issues, it seems pertinent to integrate into the operations of socio-scientific reasoning not only the consideration of values, but also the analysis of the modes of governance and the place given to politics.

Face à ces problématiques émergentes et complexes, aux implications citoyennes multiples, l'Education au développement durable (EDD) ne peut être rattachée à aucune discipline et ne peut être réduite à une acquisition de savoirs, l'EDD concerne aussi l'adhésion à des valeurs. Nous avons choisi de centrer ici notre analyse autour des biocarburants sous différents angles : une analyse socio-épistémologique de la question, l'analyse d'un curriculum (le nouveau bac technologique STAV) et les représentations et conceptions d'élèves de classes de 1ère.