Quels modèles de l’enquête sur une question socialement vive pour le développement d’une pensée problématologique ?

Abstract

The multiplication of social controversies involving science and technology, and the particularly "wicked" character of contemporary problems, encourages the development of a problematological thinking among students in the school environment. To this end, pedagogical approaches based on inquiry are promoted and have been recently modeled by several research groups. This article examines three models of inquiry based learning centered on the study of socially acute questions (SAQ) : "la démarche d’enquête" on a SAQ, the interdisciplinary islands of rationality approach, and the interdisciplinary inquiry approach to address issues of education for sustainable development. It aims to shed light on these different theorizations in order to identify the points of convergence and the differences between them. Three elements in particular are discussed in the different models : the way in which the macro (the approach) and micro-didactic (the devices) scales are combined, the place attributed to the problematization process, and the articulations between action, values and knowledge.

Keywords

• socially acute question
• controversies
• inquiry
• problematization
• science education
• awareness