L’apprentissage par problématisation en histoire : proximité et distance avec la didactique des sciences de la nature
Researches in history education has developed partly by comparison with science education. Learning historical thinking has thus been an epistemological way to figure out how to handle critical and civic aims of history teaching, and what is history’s specific relation to the social world. However t...
| Main Authors: | , |
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| Format: | Article |
| Language: | fra |
| Published: |
Université de Provence
2016-12-01
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| Series: | Questions Vives |
| Subjects: | |
| Online Access: | http://journals.openedition.org/questionsvives/1990 |
| Summary: | Researches in history education has developed partly by comparison with science education. Learning historical thinking has thus been an epistemological way to figure out how to handle critical and civic aims of history teaching, and what is history’s specific relation to the social world. However this epistemological approach is not enough to allow history education as a social science to relate classroom study of the past to historians. Going back to science education can paradoxically be helpful in that matter. This is what we try to show in this paper through the learning by problematization theoretical frame to better distinguish science and history education. In that respect we focus on a study in secondary school about the French Revolution where historical problematization processes display the specific role of templates. |
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| ISSN: | 1635-4079 1775-433X |