Éducation aux sciences et relations de pouvoir dans les controverses sociotechniques

Groleau, Audrey; Pouliot, Chantal

doi:10.1080/14926156.2014.999959

Cited by 5 publications

(1 citation statement)

References 12 publications

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“…En effet, il est généralement admis que pour exercer une telle citoyenneté, il est capital de se dégager d'une posture de type dogmatique, laquelle laisse à certains égards les « pleins pouvoirs » aux savants et aux experts des domaines. Comme le soulignent Groleau et Pouliot (2015), entretenir une posture déficitaire face aux experts porte entrave à notre sentiment de compétence lorsque vient le temps de s'engager activement dans des processus décisionnels touchant des enjeux sociotechniques. Or il s'agit là, en quelque sorte, d'un devoir citoyen auquel devrait préparer l'école.…”

Section: Pourquoi S'intéresser Aux Rapports éPistémologiques Et éPistunclassified

Quels enjeux éthiques de la variation des rapports épistémologiques et épistémiques aux savoirs d’élèves du secondaire?

Gagnon

2020

ethiqueedufor

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Section: Pourquoi S'intéresser Aux Rapports éPistémologiques Et éPistunclassified

Quels enjeux éthiques de la variation des rapports épistémologiques et épistémiques aux savoirs d’élèves du secondaire?

Gagnon

2020

ethiqueedufor

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The co-design, implementation and evaluation of a serious board game ‘PlayDecide patient safety’ to educate junior doctors about patient safety and the importance of reporting safety concerns

et al. 2019

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Background We believe junior doctors are in a unique position in relation to reporting of incidents and safety culture. They are still in training and are also ‘fresh eyes’ on the system providing valuable insights into what they perceive as safe and unsafe behaviour. The aim of this study was to co-design and implement an embedded learning intervention – a serious board game – to educate junior doctors about patient safety and the importance of reporting safety concerns, while at the same time shaping a culture of responsiveness from senior medical staff. Methods A serious game based on the PlayDecide framework was co-designed and implemented in two large urban acute teaching hospitals. To evaluate the educational value of the game voting on the position statements was recorded at the end of each game by a facilitator who also took notes after the game of key themes that emerged from the discussion. A sample of players were invited on a voluntary basis to take part in semi-structured interviews after playing the game using Flanagan’s Critical Incident Technique. A paper-based questionnaire on ‘Safety Concerns’ was developed and administered to assess pre-and post-playing the game reporting behaviour. Dissemination workshops were held with senior clinicians to promote more inclusive leadership behaviours and responsiveness to junior doctors raising of safety concerns from senior clinicians. Results The game proved to be a valuable patient safety educational tool and proved effective in encouraging deep discussion on patient safety. There was a significant change in the reporting behaviour of junior doctors in one of the hospitals following the intervention. Conclusion In healthcare, limited exposure to patient safety training and narrow understanding of safety compromise patients lives. The existing healthcare system needs to value the role that junior doctors and others could play in shaping a positive safety culture where reporting of all safety concerns is encouraged. Greater efforts need to be made at hospital level to develop a more pro-active safe and just culture that supports and encourages junior doctors and ultimately all doctors to understand and speak up about safety concerns. Electronic supplementary material The online version of this article (10.1186/s12909-019-1655-2) contains supplementary material, which is available to authorized users.

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« Doit-on instaurer une dictature écologique ? » Influence du thème abordé sur les pratiques argumentatives des lycéens

Renard

2024

ere

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Le thème de l’écologie dans un dialogue philosophique semble porteur de tensions épistémologiques et émotionnelles spécifiques, qui pourraient aider ou gêner l’argumentation philosophique des lycéens. Le propos de cet article est de décrire et de comprendre davantage, à partir de l’analyse d’un corpus composé de trois dialogues observés en classe de philosophie en France, l’influence du thème abordé sur les pratiques argumentatives.

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Éducation aux sciences et relations de pouvoir dans les controverses sociotechniques

Cited by 5 publications

References 12 publications

Quels enjeux éthiques de la variation des rapports épistémologiques et épistémiques aux savoirs d’élèves du secondaire?

Quels enjeux éthiques de la variation des rapports épistémologiques et épistémiques aux savoirs d’élèves du secondaire?

The co-design, implementation and evaluation of a serious board game ‘PlayDecide patient safety’ to educate junior doctors about patient safety and the importance of reporting safety concerns

« Doit-on instaurer une dictature écologique ? » Influence du thème abordé sur les pratiques argumentatives des lycéens

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