The crisis due to the COVID-19 pandemic led most people all over the world to deal with a change in their perception and organization of time. This happened also, and mainly, within the educational institutions, where students and teachers had to rearrange their teaching/learning dynamics because of the forced education at a distance. In this paper, we present an exploratory qualitative study with secondary school students aimed to investigate how they were experiencing their learning during lockdown and how, in particular, learning of science contributed to rearranging their daily lifetime rituals. In order to design and carry out our investigation, we borrowed constructs coming from a research field rather unusual for science education: the field of sociology of time . The main result concerns the discovery of the potential of the dichotomy between alienation from time and time re-appropriation. The former is a construct elaborated by the sociologist Hartmut Rosa to describe the society of acceleration in the “era of future shock ”. The latter represents an elaboration of the construct of appropriation that the authors had operationally defined, starting from Bakhtin’s original idea, to describe the nexus between physics learning and identity . Thanks to the elaboration of the notion of time re-appropriation as feature of the “era of present shock ”, the study unveils how school science, instead of preparing the young to navigate our fast-changing and complex society, tends to create “bubbles of rituals” that detach learning from societal concern.

中文翻译：

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当前的冲击与疫情时代的时间重新分配

COVID-19 大流行引发的危机导致世界各地大多数人的观念和时间安排发生了变化。这种情况也主要发生在教育机构内，由于远程教育的强制，学生和教师不得不重新安排他们的教学/学习动态。在本文中，我们对中学生进行了一项探索性定性研究，旨在调查他们在封锁期间如何体验学习，特别是科学学习如何有助于重新安排他们的日常生活习惯。为了设计和开展我们的调查，我们借用了来自科学教育中相当不寻常的研究领域的结构：时间社会学领域。主要结果涉及发现时间异化和时间重新占用之间二分法的潜力。前者是社会学家哈特穆特·罗莎（Hartmut Rosa）阐述的一个概念，用于描述“未来冲击时代”中的加速社会。后者代表了对挪用结构的阐述，作者从巴赫金的原始想法出发，在操作上定义了挪用结构，以描述物理学习与身份之间的联系。由于将时间重新分配的概念阐述为“当前冲击时代”的特征，该研究揭示了学校科学如何倾向于制造“泡沫”，而不是让年轻人做好应对快速变化和复杂社会的准备。仪式”将学习与社会关注分开。