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This article presents a method of curriculum analysis of prescriptions and their educational effects, on the issue of energy transition, and based on the interest of having a robust referent available. The first step of the study was to develop a reference map of the energy transition. The reference map then made it possible to draw up an analysis grid for the prescribed curriculum. The programs examined are those of general and compulsory education. Finally, a corpus from a questionnaire administered to 959 students in their last year of middle school was analyzed in order to report on the efficiency of the study program, using the method of social representations.
The aim of this article is to show the process by which the construction of the adhesion of local actors (elected representatives and inhabitants) to a national program for the preservation of biodiversity, the "Trame Verte et Bleue" (TVB), is built. We highlight that even if the enrolment of the actors in this program requires the implementation of intermediate sensitization devices, the latter do not manage, for various reasons, to mobilize them sustainably. While highlighting the singularity of their action, the approach of mobilizations by the theory of translation shows the interest of the cognitive and relational work of local educational networks in the construction, on the long term, of social mobilizations around environmental public policies.
With the prospect of an energy transition, this study questions teaching practices on energy education in French middle school: do these practices have an effect on the representations and practices of student-teenagers? Based on the analysis of five interviews with teachers in the same middle school, there are few concrete, collectively thought-out and freely realized actions that are offered to students, even if we identify a nuance according to the disciplines taught. Nevertheless, the analysis of 257 questionnaires distributed to French middle school students shows that students generally seemed aware of energy saving actions’ effects and of their implementing. However, their actions seem to be influenced by academic knowledge, family practices and social environment. Our study then leads us to question the co-construction of educational actions between a variety of actors, particularly in view of the evolution of school curricula.
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