Popular science and education:How to return science to whom it belongs?
DOI:
https://doi.org/10.17533/udea.unipluri.15150Keywords:
popular science, science education, democracy, science, techno-scienceAbstract
Basically, popular science and science education obey the same logic: to communicate as widely as possible the findings of science and technological innovations. And while popular science is older than the teaching of science —which only began in Europe in the nineteenth century—, its importance is not as evident because industrialists are not always interested in massively disseminating the results obtained in their laboratories, and politicians often choose technological strategies without considering the public opinion, as was the case of nuclear energy in France. Popular science is thus a daily struggle, and science education should be intensely renewed in order to meet the challenges of democracy. This article presents some reflections of a French teacher and science popularizeron these issues.
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