Razonar juntos en didáctica de la ciencia: la controversia sobre la vacilación a vacunarse contra la Covid-19 como un problema socio-cognitivo-emocional

• Claire Polo ^[1]
  1. [1] Universidad Lyon 2
• Localización: Revista iberoamericana de argumentación, ISSN-e 2172-8801, Nº. Extra 3, 2024 (Ejemplar dedicado a: Diagramación de argumentos. La argumentación en la enseñanza), págs. 74-85
• Idioma: español
• DOI: 10.15366/ria2024.m3.005
• Títulos paralelos:
  • Reasoning together in science education: Covid-19 vaccine hesitancy as a socio-cognitive-emotional controversy
• Enlaces
  • Texto completo
• Resumen
  • español

    Las competencias argumentativas se encuentran entre los objetos de aprendizaje para adquirir un ethos científico (e.g. von Aufschnaiter et al., 2008) y tomar decisiones como ciudadanos en nuestras sociedades contemporáneas marcadas por la omnipresencia de la tecnociencia (Coulon, Lascoumes, Barthe, 2001). Ahí lo que importa es fomentar una argumentación de calidad a propósito de controversias sociocientíficas, que suscitan puntos de vista racionales pero contradictorios en base a jerarquizaciones distintas de las prioridades (Polo, 2023). Esta contribución propone un modelo para aprehender semejante situación tomando en cuenta su triple naturaleza socio-cognitivo-emocional cuyo interés se ilustra mediante el caso de la controversia sobre la vacilación a vacunarse contra la Covid-19 en Francia, en 2021-2022. Gracias a un análisis del debate público con fines pedagógicos, se elaboran principios de diseño didáctico para la exploración de controversias sociocientíficas.

  • English

    Argumentative skills are targeted in science education both as part of scientific enculturation (e.g. Von Aufschnaiter et al., 2008) and to help citizens make decisions in our contemporaneous societies driven by technoscience (Coulon, Lascoumes, Barthe, 2001). What matters is to foster high-quality argumentation about socioscientific controversies about which various rational, though contradictory, viewpoints emerge, based on distinct hierarchization of priorities (Polo, 2023). This chapter propose a model to apprehend such issues taking into account their triple, socio-cognitive-emotional nature. The case of Covid-19 vaccine hesitancy in France in 2021-2022 is then elaborated to illustrate the practical significance of such model. Thanks to an education-focused analysis of the public debate, I specify principles of instructional design aiming at exploring socioscientific controversies

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