Razonar juntos en didáctica de la ciencia: la controversia sobre la vacilación a vacunarse contra la Covid-19 como un problema socio-cognitivo-emocional
Palabras clave:
argumentación, emociones, controversia sociocientífica, didáctica de la ciencia, razonamiento colectivo, vacilación a vacunarseDerechos de autor 2024 Revista Iberoamericana de Argumentación
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Resumen
Las competencias argumentativas se encuentran entre los objetos de aprendizaje para adquirir un ethos científico (e.g. von Aufschnaiter et al., 2008) y tomar decisiones como ciudadanos en nuestras sociedades contemporáneas marcadas por la omnipresencia de la tecnociencia (Coulon, Lascoumes, Barthe, 2001). Ahí lo que importa es fomentar una argumentación de calidad a propósito de controversias sociocientíficas, que suscitan puntos de vista racionales pero contradictorios en base a jerarquizaciones distintas de las prioridades (Polo, 2023). Esta contribución propone un modelo para aprehender semejante situación tomando en cuenta su triple naturaleza socio-cognitivo-emocional cuyo interés se ilustra mediante el caso de la controversia sobre la vacilación a vacunarse contra la Covid-19 en Francia, en 2021-2022. Gracias a un análisis del debate público con fines pedagógicos, se elaboran principios de diseño didáctico para la exploración de controversias sociocientíficas.
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