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Makale Özeti:
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This article pursues a dual objective. First, it seeks to present the notion of the relationship
to knowledge as a valuable theoretical tool for science education research. Secondly, it aims
to illustrate how this notion has been operationalized in recent research conducted in Quebec
(Canada) that focuses on teachers‟ and students‟ relationship to knowledge. The first
portion of this article presents the notion of the relationship to knowledge, documenting its
origins, usefulness and contributions to research in the field of science education. In the
second portion, we present four (4) studies recently conducted in Quebec that relied on the
notion of the relationship to knowledge to analyze, respectively: 1) postsecondary science
students‟ relationships to experts; 2) secondary students‟ epistemological postures and relationship
to scientific knowledge; 3) the relationship to knowledge and school of primary
and secondary students who repeated a school year; and 4) the relationships to knowledges
(in the plural form) of preservice secondary science and social studies teachers. We also
present one (1) project, in progress at this time, which is dedicated to the point of view of
preservice primary teachers concerning science and science education. By way of conclusion,
we set out some main avenues for further research and debate in science education.
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