TY  - Type of reference 
TI  - Is it possible to reconcile students’ commitment to the climate with their access to emancipatory knowledge and under what conditions? 
AU  - Denise Orange Ravachol 
AB  - Climate change is a major societal concern. By taking it into consideration, the official instructions subject the school to a double challenge: to make the students understand scientifically the reasons for it and to engage them in the fight to stop it. Is it possible, and under what conditions, to reconcile these objectives? Our contribution studies these questions by focusing on the greenhouse effect, which is studied at different levels of education and regularly mobilized by the media. Based on a media support and on extracts from textbooks, we show on the one hand that what is proposed tends to get rid of scientific explanations in order to go as fast as possible to prescription and action; on the other hand, that the reasoned commitment of students for the climate necessarily passes by the development of critical ways of thinking and thus to their access to emancipating knowledge. 
DO  - 10.21494/ISTE.OP.2023.0959 
JF  - Educations 
KW  - climate change,  greenhouse effect,  common thought,  sequential reasoning,  systemic reasoning,  Commitment,  science education, changement climatique,  effet de serre,  pensée commune,  raisonnement séquentiel,  raisonnement systémique,  Engagement,  enseignement scientifique,  
L1  - https://openscience.fr/IMG/pdf/iste_edu22v6n2_e.pdf 
LA  - en 
PB  - ISTE OpenScience 
DA  - 2023/03/22 
SN  - 2632-590X 
TT  - Concilier l’engagement des élèves pour le climat et leur accès à des savoirs émancipateurs, est-ce possible et à quelles conditions ? 
UR  - https://openscience.fr/Is-it-possible-to-reconcile-students-commitment-to-the-climate-with-their 
IS  - Issue 2 
VL  - 6 
ER  -