Jusqu’où peuvent-ils aller ? Élaboration d’un modèle de progression des apprentissages en lien avec la pensée historique

• DOI: 10.33055/didacticahistorica.2024.010.01.79
• Publication Date: 2024-06-18T12:17:36Z
• Authors: Catherine Duquette; Nicole Monney; Arianne Dufour; Laurie Pageau; Sylvie Fontaine

In the absence of a progression model for cognitive dimensions historical thinking (HT), our team conducted quantitative research with 918 Quebec students at end various school cycles in which history is taught (grade 4, grade 6, secondary 2 and 4). The aim project was to identify differences between groups order lay foundations model. This article will take up six second-order concepts proposed by Seixas illustrate how these are deployed different points their schooling, this same information informs teaching practices.