Un jeu de rôle pour la scolarisation d’une question socioscientifique : un dispositif adapté pour l’acquisition de connaissances ?

Abstract

A lot of researchers promote the schooling of socioscientific issues with an aim of citizenship education the last two decades. It raises the question of how to teach them in a classroom. This paper describes a play role about the choice of sustainable energies, built to enable students to handle the complexity of this issue. It focuses on knowledge learned during it. This social situation seems to lead to a significant increase in scientific knowledge and in the understanding of energy concepts.