L'echec de l'apprentissage de la pensee historique a l'ecole secondaire. Contribution a l'elaboration de fondements didactiques pour enseigner l'histoire

Abstract

Cette these se penche sur les carences des eleves du secondaire au chapitre de la pensee historique, un objectif de formation important des programmes d'histoire. Son auteur rend compte d'une enquete menee aupres de 488 eleves de quatrieme secondaire et de leurs 27 enseignants afin d'une part de tracer un portrait des pratiques d'enseignement de l'histoire, des fondements theoriques qui les sous-tendent et de la competence des eleves a penser historiquement, et d'autre part de pouvoir verifier des hypotheses a l'effet que des pratiques d'enseignement de l'histoire mieux fondees permettraient un redressement. Les resultats montrent que bien que l'on observe plusieurs conceptions pedagogiques ambigues a propos de l'histoire et de son apprentissage et que domine un enseignement peu favorable a l'apprentissage de la pensee historique, des pratiques s'appuyant sur des assises theoriques solides, "axees sur la discipline historique", "centrees sur l'apprentissages" et "strategiques" favorisent l'apprentissage de la pensee historique. Ils font finalement ressortir l'importance de la formation des enseignants dans ce domaine.

Alternate abstract:

You are viewing a machine translation of selected content from our databases. This functionality is provided solely for your convenience and is in no way intended to replace human translation. Show full disclaimer

Neither ProQuest nor its licensors make any representations or warranties with respect to the translations. The translations are automatically generated "AS IS" and "AS AVAILABLE" and are not retained in our systems. PROQUEST AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY, ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR PURPOSE. Your use of the translations is subject to all use restrictions contained in your Electronic Products License Agreement and by using the translation functionality you agree to forgo any and all claims against ProQuest or its licensors for your use of the translation functionality and any output derived there from. Hide full disclaimer

This thesis examines the deficiencies of high school students in historical thinking, an important educational objective of history programs. Its author reports on a survey conducted among 488 Secondary IV students and their 27 teachers in order, on the one hand, to draw a portrait of history teaching practices, the theoretical foundations that underlie them and students' competence to think historically, and on the other hand to be able to verify hypotheses to the effect that better grounded history teaching practices would allow for recovery. The results show that although we observe several ambiguous pedagogical conceptions about history and its learning and that a teaching that is unfavorable to the learning of historical thinking dominates, practices based on solid theoretical foundations , "oriented on the historical discipline", "centred on learning" and "strategic" promote the learning of historical thinking. Finally, they highlight the importance of teacher training in this area.