@article {214,
	title = {STRESSING THE COHERENCE OF PHYSICS: STUDENT JOURNALISTS{\textquoteright} AND SCIENCE MEDIATORS{\textquoteright} REACTIONS},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {104-128},
	abstract = {With this investigation, we sought to assess the extent to which future journalists and science mediators are able to take a positive attitude towards stressing the coherence of physical theories in their chosen profession. To this end, we also examined a second question: how members of this same population react to an exercise designed to stress the value of coherence in physics, as a possible source of intellectual satisfaction. We sought to document the possible impact of the obstacles we had anticipated, and to characterize the students{\textquoteright} progression in relation to the goals just described. Our investigation was based on 14 interviews with third-year university students who hoped to become journalists or science mediators. We focused our interaction with them on a specific example in physics, concerning a problematic hypothesis widely used in explaining how a hot air balloon operates. We provided elucidation in the course of each student{\textquoteright}s intellectual progression during the interview. Finally, we report their value judgements {\textendash} impressively positive {\textendash} concerning the two questions outlined above. The results suggest that, despite their low level of specialization in physics, such students can develop, at least in the very particular circumstances described, a critical and positive attitude towards searching for and stressing coherence in physics. They also support the idea that, were a concern for coherence to be taken as a desirable component of a training programme, corresponding teaching-learning sequences should be prepared, designed and evaluated in great detail, to ensure optimum adaptation to each individual{\textquoteright}s progression.},
	keywords = {critical analysis, physics education, science mediators and journalists education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1505377865.pdf},
	author = {St{\'e}phanie Math{\'e} and Laurence Viennot}
}
