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Chantal Pouliot 《Research in Science Education》2011,41(2):225-243
This article is situated in contemporary debates about the ways to achieve a scientific literacy that encourages a greater
lay participation in public debates and political decision making. Drawing on the notion of “relationship to scientific experts”
(in French, “rapport aux experts scientifiques”), I explore the ways in which a group of 3 Quebec post-secondary students
describe the relationships they hold toward people whom they consider to be scientific experts, as revealed during a project
in which they investigated the controversy surrounding cellular telephone use. To this end, I scrutinize how the members of
the group go about describing scientific experts and picture a prospective face-to-face discussion with a scientific expert.
The data come from a case study (conducted over a 15-week period). The findings show that the group maintains a relationship
of intimidation by scientific experts, in which the latter are depicted in terms of their knowledge and qualifications. Accordingly,
the group was overawed not only by the accumulation of knowledge held and produced by scientific experts but also by the latter’s
research experience and the high social recognition they occasionally enjoyed. Similarly, the group describes a prospective
face-to-face discussion with a doctor or a researcher in terms of an impersonal, intimidating encounter during which its members’
learning and comprehension in relation to the controversy are assumed to be unequal to the task. The implications of the findings
for future research are discussed. 相似文献
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Bencze Larry Pouliot Chantal Pedretti Erminia Simonneaux Laurence Simonneaux Jean Zeidler Dana 《Cultural Studies of Science Education》2020,15(3):825-851
Cultural Studies of Science Education - Many scholars suggest that recent major science education initiatives apparently tied to intense economic competitiveness and growth have prioritized... 相似文献
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Isabelle Olry-Louis Capucine Brémond Manon Pouliot 《International Journal for Educational and Vocational Guidance》2012,12(1):47-65
Confidence sharing is an asymmetrical dialogic episode to which both parties consent, in which one reveals something personal
to the other who participates in the emergence and unfolding of the confidence. We describe how this is achieved at a discursive
level within vocational counselling interviews. Based on a corpus of 64 interviews, we analyse the disclosure of confidences
and the discursive procedures allowing their expression, the way the interactants manage the situation and the repercussions
on the counselling interview. 相似文献
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Dean D. VonDras Diane Flittner Sylvia A. Malcore Gregory Pouliot 《Educational gerontology》2013,39(4):323-341
This research explores the workplace stress and ethical challenges reported by healthcare staff in a nursing home. A brief self-report survey was administered to 44 members of the nursing staff in a not-for-profit nursing home. The survey included items that elicited identification of specific workplace stressors and ethical challenges and global assessments of job-satisfaction, psychological stress, and perceived pressures that may affect provision of care. There were also items dealing with the perceived benefit of prospective in-service training programs. Content analyses indicated interactions with residents as the most frequent source of stress and ethical challenges encountered by nursing staff. Further, results of correlational analyses suggested psychological stress to be associated with job satisfaction and pressure to take shortcuts in the provision of care. Continuing education via in-service training that addresses workplace stress and ethical challenges in nursing care is discussed. 相似文献
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Cultural Studies of Science Education - In this article, I detail my involvement in sociopolitical conversations as a science education researcher. I present two of the controversies in which I... 相似文献
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Chantal Pouliot 《Cultural Studies of Science Education》2017,12(4):815-820
In their articles, Ajay Sharma (Cult Stud Sci Educ, doi: 10.1007/s11422-017-9835-z, 2017) and Noel Gough (Cult Stud Sci Educ, doi: 10.1007/s11422-017-9834-0, 2017) shed light on the impact neoliberalism has on the teaching of science and suggest ways to ensure that science education remains critical and socially equitable. In this paper, I illustrate how their proposals influenced my instructional choices during the fall of 2016 in a course entitled Epistemology and Education. 相似文献
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