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Master Thesis

L'enquête en histoire au cycle 3 : confronter questionnements didactiques et habitudes pédagogiques

Abstract : This thesis attempts to respond to a professional problem, how to make students learn about history by having them interested and willing to learn? Based on Jean Houssaye's work on the pedagogic triangle, the very early history lessons of the year are analyzed. The results of that analysis points to the lack of connection between student’s knowledge and knowledge introduced by the teacher. To take more into accounts what students already know and make them involved, the teacher decides to make them investigate history, as historians would do. The thesis then reports on what it is to make students investigate while trying to identify what are the keys to do it effectively. Through didactic readings and data analysis, a major difference emerges between investigate as a historian or investigate as students usually do at school. The challenge being to avoid the latter, some thoughts on how to do it are given throughout the text.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-03279639
Contributor : InspÉ Académie Nantes Connect in order to contact the contributor
Submitted on : Tuesday, July 6, 2021 - 4:01:06 PM
Last modification on : Wednesday, April 27, 2022 - 4:42:52 AM

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  • HAL Id : dumas-03279639, version 1

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Margot Guillois. L'enquête en histoire au cycle 3 : confronter questionnements didactiques et habitudes pédagogiques. Education. 2021. ⟨dumas-03279639⟩

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