Edited by
Laurence Maurines, Paris-Saclay University, France.
Abdelkrim Hasni, Université de Sherbrooke, Canada.
ISBN : 9781789452389
Publication Date : October 2026
Hardcover 340 pp
170 USD
Co-publisher
This book explores the question of the boundaries of science and how it is addressed within the educational sphere. In a world marked by tensions between different forms of “knowledge” grounded in distinct regimes of truth ? disciplinary knowledge, opinions, religious beliefs, disinformation indigenous knowledge, and so on ? it invites readers to rethink teaching, particularly the teaching of natural sciences, and calls for approaches that do not isolate science from societies and cultures, while attending both to scientific communities and to scientists themselves.
Worldviews, Critical Thinking and Science Education presents studies from a range of academic disciplines that draw on original theoretical frameworks for conceptualizing science, teaching and teacher education, while considering different facets of the educational sphere (actors, curricula and instructional resources). This collection analyses the relationships between science and religion, conspiracy theories, scientific expertise and critical thinking. Finally, it offers transformative perspectives aimed at enabling schools to fulfil their mission of educating responsible citizens who are both scientifically informed and open to otherness.
Part 1. Science–Religion Relations.
1. Science–Religion Relations in Science Teaching: a Systematic Review, Abdelkrim Hasni, Younes Yazza, Marco Barroca-Paccard, Mathieu Gagnon, Magali Fuchs-Gallezot, Laurence Maurines and Sabrina Moisan.
2. Science and Religious Belief: “Concordist” and “Non-concordist” Approaches, José-Luis Wolfs.
3. A Multidimensional Approach to Representations of Science–Religion Relations, Laurence Maurines and Magali Fuchs-Gallezot.
Part 2. Conspiracy Theories.
4. Conspiracy Theories and Critical Thinking in Young Quebeckers, Stéphanie Tremblay and Mathieu Colin.
5. Teaching about Conspiracy Thinking through Critical Thinking: Epistemic Tensions between Prescriptive Norms and Students’ Relativism, Sybille Rouiller.
Part 3. Scientific Expertise and Critical Thinking in Teaching.
6. Scientific Expertise in the Teaching Resources Available to French Earth and Life Sciences (SVT) Teachers in Relation to Climate Change, Marco Barroca-Paccard, Abdelkrim Hasni, Yves Debernardi, Nadia Lausselet, Hanaà Chalak and Sveva Grigioni-Baur.
7. Life and Earth Sciences Teachers’ Representations of Critical Thinking and Its Teaching, Kévin de Checchi, Charlotte Barbier and Gwen Pallarès.
8. Challenges of Transversal Mobilization of Critical Practices in Schools, Mathieu Gagnon.
Part 4. Transformative Proposals.
9. Science Education and Regimes of Truths in the Anthropocene, Sonia Kebaïli.
10. Inclusion and Decolonization in History Teaching through Critical Multiperspectivity, Sabrina Moisan and Louis Gosselin.
11. The Epistemic Dimension of an Education for Responsibility Mobilizing Meditation, Hélène Hagège and Gaël Marimoutou.
Laurence Maurines is Emeritus Professor of Science Education at Paris-Saclay University, France. Her research focuses on representations of sciences, whether studied in their own right or in comparison with other domains of culture, such as religion, the arts and traditions, as well as the introduction of the history of science into science education.
Abdelkrim Hasni is Professor of Science Education at the Université de Sherbrooke, Canada. His research focuses on the aims, content and learning processes of science education in schools, while also considering social and cultural perspectives.
