Historiographical framing and transposition of investigative work: a negotiation between didactics researchers and history teachers (notice n° 1064553)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 01890cam a2200169 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250204174806.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Doussot, Sylvain |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Historiographical framing and transposition of investigative work: a negotiation between didactics researchers and history teachers |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2024.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 49 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This article examines the relationship between the development of students’ critical historical skills and learning scientific knowledge about the past from the point of view of the teacher involved in our collaborative research. These relationships are at the root of a significant professional problem for teachers, for whom the weakness of students’ knowledge tends to hinder their development of critical skills. The theoretical framework of learning by problematisation behind the experiments that underpin this article opens the way to the reconstruction of the issue of student ignorance through the concept of an epistemological obstacle, which places the students’ already-existing knowledge derived from their experiences of the social world, at the heart of classroom activity. On this basis, the reluctance shown by the teacher during one of the experimental sequences constitutes a relevant event for interpreting the conditions of the transition from comprehensive contextualisation to school-based historical contextualisation. The article’s interpretation is based on the analysis of interactions between researchers and teachers concerning students’ oral and written productions based on a sequence on the French Revolution. |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Gomes, Lucie |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Revue française de pédagogie | 223 | 2 | 2024-12-09 | p. 69-85 | 0556-7807 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-revue-francaise-de-pedagogie-2024-2-page-69?lang=en&redirect-ssocas=7080">https://shs.cairn.info/journal-revue-francaise-de-pedagogie-2024-2-page-69?lang=en&redirect-ssocas=7080</a> |
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