On the sovereignty of school rhetoric: Representations of science among scientists and guidance counsellors

Research in Science Education

Volumn 28, Issue 1, 1998, Pages 91-106

  Larochelle, Marie ^a   Désautels, Jacques ^a  

^a UNIVERSITÉ LAVAL   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 54649083680     PISSN: 0157244X     EISSN: 15731898     Source Type: Journal    
DOI: 10.1007/BF02461644     Document Type: Article

References (60)

1. Aikenhead, G. S., Fleming, R. W., & Ryan, A. G. (1987). High-school graduates' beliefs about science-technology-society. I. Methods and issues in monitoring student views. Science Education, 71, 145-161.
2. Aikenhead, G. S., & Ryan, A. (1989). The development of a multiple choice instrument for monitoring views on science-technology-society topics. Research report, Ottawa: Social Sciences and Humanities Research Council of Canada.
3. Bachelard, G. (1973). La philosophie du non [The philosophy of no] (6th ed.). Paris: Presses Universitaires de France.
4. Beauvois, J.-L. (1984). La psychologie quotidienne [Everyday psychology]. Paris: Presses Universitaires de France.
5. Bimber, B., & Gunston, D. H. (1995). Politics by the same means: Government and science in the United States. In S. Jasanoff, G. E. Markle, J. C. Petersen, & T. Pinch (Eds.), Handbook of science and technology studies (pp. 554-571). Thousand Oaks, CA: Sage.
6. Bourdieu, P. (1982). Ce que parler veut dire [Language and symbolic power]. Paris: Fayard.
7. Bourdieu, P. (1997). Méditations pascaliennes [Pascalian meditations]. Paris: Seuil.
8. Brickhouse N. (1990). Teachers' beliefs about the nature of science and their relationship to classroom practice. Journal of Teacher Education, 41, 53-62.
9. Callon, M. (1995). Four models for the dynamic of science. In S. Jasanoff, G. E. Markle, J. C. Petersen, & T. Pinch (Eds.), Handbook of science and technology studies (pp. 29-63). Thousand Oaks, CA: Sage.
10. Chapman, B. (1994). The overselling of science education in the 1980s. In R. Levinson (Ed.), Teaching science (pp. 190-205). London: Routledge & Open University.
11. Collins, H. M. (1987). Certainty and the public understanding of science: Science on television. Social Studies of Science, 17, 689-713.
12. Conseil de la science et de la technologie. (1994). Miser sur le savoir [Emphasis on knowing] (rapport de conjoncture). 1. La culture scientifique et technologique. Québec: Gouvernement du Québec.
13. Cross, R. T. (1997). Ideology and science teaching: Teachers' discourse. International Journal of Science Education, 19, 607-616.
14. Cross, R. T., & Orminston-Smith, H. (1996). Physics teaching, professional development and a socially critical ideology. Journal of Curriculum Studies, 28, 651-667.
15. Désautels, J., & Larochelle, M. (1998). The epistemology of students: The "thingified' nature of scientific knowledge. In B. J. Fraser, & K. Tobin (Eds.), International handbook of science education (pp. 115-126). Netherlands: Kluwer.
16. Doise, W., Clemence, A., & Lorenzi-Ciolfi, F. (1992). Représentations sociales et analyse de données [Social representations and data analysis]. Grenoble: Presses universitaires de Grenoble.
17. Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young people's images of science. Buckingham, UK: Open University Press.
18. Dumouchel, P. (1985). Scientificité et méthode [Science and method]. Québec: Université Laval, Service de l'audiovisuel, document vidéo.
19. Feyerabend, P. (1979). Contre la méthode. Esquisse d'une théorie anarchiste de la connaissance [Against method: Outline of an anarchistic theory of knowledge]. Paris: Seuil.
20. Foucault, M. (1971). L'ordre du discours [The discourse on language]. Paris: Gallimard.
21. Foucault, M. (1975). Surveiller et punir. Naissance de la prison [Discipline and punish: The birth of the prison]. Paris: Gallimard.
22. Fourez, G. (1985). Pour une éthique de l'enseignement des sciences [Toward an ethics in science teaching]. Lyon/Bruxelles: Chronique Sociale et Vie Ouvrière.
23. Fraser, B. J., Giddings, G. J., & McRobbie, C. J. (1995). Evolution and validation of a personal form of an instrument for assessing science laboratory classroom environments. Journal of Research in Science Teaching, 32, 399-422.
24. Gallagher, J. (1991). Prospective and practicing secondary school science teachers' knowledge and beliefs about the philosophy of science. Science Education, 75, 121-133.
25. Ghiglione, R., & Matalon, B. (1978). Les enquêtes sociologiques [Sociological inquiry: Theory and praxis]. Théories et pratiques. Paris: Armand Colin.
26. Gilbert, G. N., & Mulkay, M. (1984). Opening Pandora's box. A sociological analysis of scientists' discourse. Cambridge: Cambridge University Press.
27. Goldenberg, S. (1989). What scientists think of science. Social Science Information, 28, 467-481.
28. Hashweh, M. Z. (1996). Effects of science teachers' epistemological beliefs in teaching. Journal of Research in Science Teaching, 33, 47-63.
29. Hodson, D. (1993). Re-thinking old ways: Towards a more critical approach to practical work in school science. Studies in Science Education, 22, 85-142.
30. Jenkins, E. W. (1992). School science education: Towards a reconstruction. Journal of Curriculum Studies, 24, 229-246.
31. Jodelet, D. (Ed.). (1989). Les représentations sociales [Social representations]. Paris: Presses universitaires de France.
32. Kelly, G. J., & Crawford, T. (1997). An ethnographic investigation of the discourse processes of school science. Science Education, 81, 533-559.
33. Kuhn, T. S. (1970). The structure of scientific revolutions (2nd ed.). Chicago: The University of Chicago Press.
34. Larochelle, M., & Désautels, J. (in press). Construction et cristallisation de la représentation sociale des sciences: quelques repères [Construction and crystalization of social representations of science: A few remarks]. In M. L. Rouquette, & C. Garnier (Eds.), Études sur la genèse des représentations sociales. Montréal: Éditions Nouvelles.
35. Larochelle, M., Désautels, J., & Ruel, F. (1995). Les sciences à l'école: portrait d'une fiction [School science: Portrait of a fiction]. Recherches Sociographiques, numéro spécial «Science et société au Québec», 36, 527-555.
36. Larochelle, M., Désautels, J., Turcotte, C. (with the collaboration of Y. Pépin) (1997). Qu'est-ce que les sciences et les techniques? Points de vue de conseillers et conseillères d'orientation scolaire, de scientifiques et de technologues [What is science and technology: Points of view of school counsellors, scientists and technologists]. Research report. Ottawa: Social Sciences and Humanities Research Council of Canada.
37. Latour, B. (1993). Le "pédofil" de Boa Vista - montage photo-philosophique. In AUTHORS (Eds.), Petites leçons de sociologie des sciences (pp. 171-225). Paris: Seuil.
38. Latour, B. (1995). Le métier de chercheur: Regard d'un anthropologue [The researcher's craft: An anthropological perspective]. Paris: INRA.
39. Latour, B., & Bastide, F. (1983). Essai de science - fabrication [Essay on science - fabrication]. Études françaises, 19, 111-133.
40. Latour, B., & Woolgar, S. (1988). La vie de laboratoire [Laboratory life]. Paris: La Découverte.
41. Layton, D., Jenkins, E., Macgill, S., & Davey, A. (1993). Inarticulate science? Perspectives on the public understanding of science and some implications for science education. Driffield, UK: Studies in Education Ltd.
42. Lemke, J. L. (1993). Talking science. Language, learning and values. Norwood, NJ: Ablex.
43. Lévy-Leblond, J.-M. (1984). L'esprit de sel [Spirit of salt]. Science, Culture, Politique. Paris: Seuil.
44. Lock, R. (1996). Biotechnology and genetic engineering: Student knowledge and attitudes. Implications for teaching controversial issues and the public understanding of science. In G. Welford, J. Osborne, & P. Scott (Eds.), Research in science education in Europe (pp. 229-242). London: Falmer Press.
45. Mathy, P., & Fourez, G. (1991). Enseignement des sciences, éthique et société [Teaching science, ethics, and society]. Namur (Belgique), Facultés Universitaires de Namur, Département «Sciences, Philosophies, Sociétés».
46. Mathy, P. (1997). Donner du sens aux cours de sciences. Des outils pour la formation éthique et épistémologique des enseignants [Making sense of science curriculum: Tools for the development of ethical and epistemological development of teachers]. Bruxelles: De Boeck.
47. Millar, R. (1994). What is scientific method and can it be taught? In R. Levinson (Ed.), Teaching science (pp. 164-177). London: Routledge & Open University.
48. Millar, R., & Wynne, B. (1988). Public understanding of science: From contents to processes. International Journal of Science Education, 10, 388-398.
49. Mitroff, I.I. (1974). Norms and counter-norms in a select group of the Apollo Moon scientists: A case study of the ambivalence of scientists. American Sociological Review, 39, 579-595.
50. Moscovici, S., & Hewstone, M. (1984). De la science au sens commun [From science to common sense]. In S. Moscovici (Ed.), Psychologie sociale (pp. 539-566). Paris: Presses universitaires de France.
51. Muller, J., & Taylor, N. (1995). Schooling and everyday life: Knowledges sacred and profane. Social Epistemology, 9, 257-275.
52. Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship. In J. V. Wertsch, P. Del Rio, & A. Alvarez (Eds), Sociocultural studies on minds (pp. 139-164). New York: Cambridge University Press.
53. Roth, W.-M., & Lucas, K. B. (1997). From "truth" to "invented reality": A discourse analysis of high school physics students' talk about scientific knowledge. Journal of Research in Science Teaching, 34, 145-179.
54. Roth, W.-M., & Roychoudhury, A. (1993). The nature of scientific knowledge, knowing and learning: The perspectives of four physics students. International Journal of Science Education, 15, 27-44.
55. Ryan, A. G., & Aikenhead, G. S. (1992). Students' preconceptions about the epistemology of science. Science Education, 76, 559-580.
56. Sutton, C. (1996). Beliefs about science and beliefs about language. International Journal of Science Education, 18, 1-18.
57. Tremblay, M.-A. (1968). Initiation à la recherche dans les sciences humaines [Initiation to research in the social sciences]. Montréal: McGraw-Hill.
58. Tobin, K., Tippins, D., & Gallard, A. J. (1994). Research on instructional strategies for teaching science. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 45-93). New York: Macmillan.
59. von Foerster, H. (1990, April). Lethology: A theory of learning and knowing vis-à-vis undeterminables, undecidables, unknowables. Paper presented at the International Seminar "Conoscenza come educazione," Trento, Italy.
60. Wittgenstein, L. (1965). Le cahier bleu et le cahier brun [The blue notebook and the brown notebook]. Paris: Gallimard.