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Cultural Studies of Science Education

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01.06.2015 | Forum

What students and researchers in nanoscience and nanotechnology should know about PUS and STS: a look at Fages and Albe’s viewpoint on social issues in nanoscience and nanotechnology Master’s degrees

verfasst von: Chantal Pouliot

Erschienen in: Cultural Studies of Science Education | Ausgabe 2/2015

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Abstract

In this paper, in order to pursue the conversation begun by Fages and Albe (Cult Stud Sci Educ 2014), I highlight three conceptual contributions that could be made by familiarizing nanoscience and nanotechnology researchers and engineers with the work being carried out in science and technology studies and public understanding of science. First, it would allow them to become acquainted with less naive conceptualizations of the capacities of citizens. Second, it would help them to consider the nature and role of scientific expertise from richer, more nuanced and less stereotypical conceptual angles. Third and lastly, it would allow future researchers and engineers to become familiar with different models of interaction between citizens, scientists and decision.

Vorheriger Artikel STEM policy and science education: scientistic curriculum and sociopolitical silences

Nächster Artikel Enracinement or the earth, the originary ark, does not move: on the phenomenological (historical and ontogenetic) origin of common and scientific sense and the genetic method of teaching (for) understanding

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Titel: What students and researchers in nanoscience and nanotechnology should know about PUS and STS: a look at Fages and Albe’s viewpoint on social issues in nanoscience and nanotechnology Master’s degrees
verfasst von: Chantal Pouliot
Publikationsdatum: 01.06.2015
Verlag: Springer Netherlands
Erschienen in: Cultural Studies of Science Education / Ausgabe 2/2015
Print ISSN: 1871-1502
Elektronische ISSN: 1871-1510
DOI: https://doi.org/10.1007/s11422-014-9591-2

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