New Perspectives in Science Education
Juliette Anglade
Institution: Université de Lorraine, INRAE, IAM, F-54000 Nancy
Country: France
Juliette Anglade is a research engineer at the French National Institute for Agriculture, Food, and Environment (INRAE) in the open-lab Tous Chercheurs. She is a graduate of the Ecole Normale Supérieure (Paris, France) with a double curriculum in geosciences (hydrology), and humanities and social sciences (epistemology), and an international experience at the volcanology centre in Azores (Sao Miguel University, Portugal). Juliette has a PhD in Environmental Sciences (Paris Sorbonne University, 2015) and a post-doc in science education (INRAE, France).
From the beginning of her career, she engaged in participatory research approaches to address complex socio-ecological issues (with action researches, serious games, citizen sciences etc.). Juliette is an expert of organic farming systems and water sciences. She developed regional and global food and water quality forecast scenarios.
In post-doc, she moved at the interface of educational sciences to accompany ecological transformations and hybrid knowledge circulation. Between 2016 and 2019 she has co-created in innovative learning framework to facilitate experiences and knowledges sharing about agroecological practices between scientists, practitioners and students, on an experimental farm station at INRAE (Mirecourt, France). More than 2000 participants were included in this social experiment. Open-ended education and eco-pedagogies (outdoor and sensitives approaches) were at the heart of this initiative.
Juliette has then been a lecturer in agronomy during two years in a vocational training centre (Courcelles-Chaussy, France), while setting up as a farmer producing perfume plants and fruits.
In 2023, she joined the Tous Chercheurs national network (team of Nancy, INRAE, France). This experimental space open to the public, rooted in academic research, provide hands-on education and training in scientific approaches with collaborative and active pedagogies. Learning-by-doing is a flagship practice at the heart of an original learning framework that involves researchers, citizens, students or teachers in 3-day immersive research projects. She actively participated in the development of a serious game, named “Expli’Cit”, designed to better understand science-in-the-making and facilitate dialogue of knowledge with all citizens (from secondary school to scholar).
Areas of expertise: participatory research, open-science, agroecological transition, water sciences, agronomy, environmental education, eco-pedagogies, didactic of socially topical issues, adult education, transformative learnings, vocational training, epistemology, philosophy of science.
From the beginning of her career, she engaged in participatory research approaches to address complex socio-ecological issues (with action researches, serious games, citizen sciences etc.). Juliette is an expert of organic farming systems and water sciences. She developed regional and global food and water quality forecast scenarios.
In post-doc, she moved at the interface of educational sciences to accompany ecological transformations and hybrid knowledge circulation. Between 2016 and 2019 she has co-created in innovative learning framework to facilitate experiences and knowledges sharing about agroecological practices between scientists, practitioners and students, on an experimental farm station at INRAE (Mirecourt, France). More than 2000 participants were included in this social experiment. Open-ended education and eco-pedagogies (outdoor and sensitives approaches) were at the heart of this initiative.
Juliette has then been a lecturer in agronomy during two years in a vocational training centre (Courcelles-Chaussy, France), while setting up as a farmer producing perfume plants and fruits.
In 2023, she joined the Tous Chercheurs national network (team of Nancy, INRAE, France). This experimental space open to the public, rooted in academic research, provide hands-on education and training in scientific approaches with collaborative and active pedagogies. Learning-by-doing is a flagship practice at the heart of an original learning framework that involves researchers, citizens, students or teachers in 3-day immersive research projects. She actively participated in the development of a serious game, named “Expli’Cit”, designed to better understand science-in-the-making and facilitate dialogue of knowledge with all citizens (from secondary school to scholar).
Areas of expertise: participatory research, open-science, agroecological transition, water sciences, agronomy, environmental education, eco-pedagogies, didactic of socially topical issues, adult education, transformative learnings, vocational training, epistemology, philosophy of science.
