﻿{"id":100,"date":"2025-07-03T16:11:57","date_gmt":"2025-07-03T21:11:57","guid":{"rendered":"https:\/\/www.uqac.ca\/bonnespratiquesus\/?page_id=100"},"modified":"2025-07-03T16:11:57","modified_gmt":"2025-07-03T21:11:57","slug":"pour-aller-plus-loin-sur-lepistemologie","status":"publish","type":"page","link":"https:\/\/www.uqac.ca\/bonnespratiquesus\/pour-aller-plus-loin-sur-lepistemologie\/","title":{"rendered":"Pour aller plus loin (sur l&rsquo;\u00e9pist\u00e9mologie)"},"content":{"rendered":"<h2>Entrevue avec<\/h2>\n<h2>Suggestions de sites \u00e0 consulter<\/h2>\n<h2>Listes des r\u00e9f\u00e9rences consult\u00e9es pour produire la fiche<\/h2>\n<div class=\"csl-bib-body\">\n<div class=\"csl-entry\">Ashby, R. (2005). Students\u2019 Approaches to Validating Historical Claims. In <i>Understanding history\u202f: Recent research in history education<\/i> (Routledge, p. 32\u201145).<\/div>\n<div class=\"csl-entry\">Ashby, R. (2006). Desenvolvendo um conceito de evid\u00eancia hist\u00f3rica\u202f: As id\u00e9ias dos estudantes sobre testar afirma\u00e7\u00f5es factuais singulares. <i>Educar, Curitiba,<\/i> <i>Especial<\/i>, 151\u2011170.<\/div>\n<div>\n<div class=\"csl-bib-body\">\n<div class=\"csl-entry\">Audigier, F. (1997). Histoire et g\u00e9ographie\u202f: Un mod\u00e8le disciplinaire pour penser l\u2019identit\u00e9 professionnelle. <i>Recherche &amp; Formation<\/i>, <i>25<\/i>(1), 9\u201121. <a href=\"https:\/\/doi.org\/10.3406\/refor.1997.1421\">https:\/\/doi.org\/10.3406\/refor.1997.1421<\/a><\/div>\n<div class=\"csl-entry\">Audigier, F. (2007). De l\u2019usage de r\u00e9cits pour dire l\u2019histoire, la g\u00e9ographie, l\u2019\u00e9ducation citoyenne. <i>Pratiques<\/i>, <i>133<\/i>(1), 77\u201199. <a href=\"https:\/\/doi.org\/10.3406\/prati.2007.2139\">https:\/\/doi.org\/10.3406\/prati.2007.2139<\/a><\/div>\n<div class=\"csl-entry\">Audigier, F. (2018). L\u2019esprit critique et l\u2019enseignement\u00a0 de l\u2019histoire\u202f: Quelles pratiques\u00a0 pour quelles fins\u202f? In <i>Pens\u00e9e critique, enseignement de l\u2019histoire et de la citoyennet\u00e9<\/i> (\u00c9thier, M.-A., Lefran\u00e7ois, D., Audigier, F., Fabre, M., Nadeau, C.). De Boeck sup\u00e9rieur.<\/div>\n<div class=\"csl-entry\">Audigier, F., &amp; Basuyau, C. (1988). Comment l\u2019histoire et la g\u00e9ographie sont-elles enseign\u00e9es\u202f?\u202f: Exemple des classes de CM2 et 6e. <i>Revue fran\u00e7aise de p\u00e9dagogie<\/i>, <i>85<\/i>(1), 21\u201127. <a href=\"https:\/\/doi.org\/10.3406\/rfp.1988.1433\">https:\/\/doi.org\/10.3406\/rfp.1988.1433<\/a><\/div>\n<div class=\"csl-entry\">Audigier, F., Cr\u00e9mieux, C., &amp; Tutiaux-Guillon, N. (1994). La place des savoirs scientifiques dans les didactiques de l\u2019histoire et de la g\u00e9ographie. <i>Revue fran\u00e7aise de p\u00e9dagogie<\/i>, <i>106<\/i>(1), 11\u201123. <a href=\"https:\/\/doi.org\/10.3406\/rfp.1994.1269\">https:\/\/doi.org\/10.3406\/rfp.1994.1269<\/a><\/div>\n<div>\n<div class=\"csl-bib-body\">\n<div>\n<div class=\"csl-entry\">Boutonnet, V. (2013). <i>Les ressources didactiques\u202f: Typologie d\u2019usages en lien avec la m\u00e9thode historique et l\u2019intervention \u00e9ducative d\u2019enseignants d\u2019histoire au secondaire<\/i> [Th\u00e8se de doctorat]. Universit\u00e9 de Montr\u00e9al.<\/div>\n<div class=\"csl-entry\">Boutonnet, V. (2015). Pratiques d\u00e9clar\u00e9es d\u2019enseignants d\u2019histoire au secondaire. <i>McGILL JOURNAL OF EDUCATION \u2022 REVUE DES SCIENCES DE L\u2019\u00c9DUCATION DE McGILL<\/i>, <i>50<\/i>(2\u20113), 225\u2011241.<\/div>\n<\/div>\n<div>\n<div class=\"csl-entry\">Demers, S. (s.\u00a0d.). <i>Relations entre le cadre normatif et les dimensions t\u00e9l\u00e9ologique, \u00e9pist\u00e9mologique et prax\u00e9ologique des pratiques d\u2019enseignants d\u2019histoire et \u00e9ducation \u00e0 la citoyennet\u00e9\u202f: \u00c9tude multicas<\/i> [Th\u00e8se doctorale].<\/div>\n<div class=\"csl-entry\">D\u00e9ry, C. (2016). <i>Description et analyse des postures \u00e9pist\u00e9mologiques sous-tendues par l\u2019\u00e9preuve unique\u00a0 minist\u00e9rielle en Histoire et \u00e9ducation \u00e0 la citoyennet\u00e9<\/i> [M\u00e9moire de maitrise]. Universit\u00e9 de Montr\u00e9al.<\/div>\n<\/div>\n<div class=\"csl-entry\">Duquette, C., Pageau, L., &amp; Fontaine, S. (2024). Jusqu\u2019o\u00f9 peuvent-ils aller\u202f? \u00c9laboration d\u2019un mod\u00e8le de progression des apprentissages en lien avec la pens\u00e9e historique. <i>Didactica Historica<\/i>, <i>10<\/i>(1), 79\u201185.<\/div>\n<div>\n<div class=\"csl-bib-body\">\n<div class=\"csl-entry\">Lee, P., &amp; Shemilt, D. (2003). A scaffold, not a cage\u202f: Progression and progression models in history. <i>Teaching History<\/i>, <i>113<\/i>.<\/div>\n<div>\n<div class=\"csl-bib-body\">\n<div>\n<div class=\"csl-entry\">L\u00e9tourneau, J. (2006). 5. Remembering Our Past\u202f: An Examination of the Historical Memory of Young Qu\u00e9b\u00e9cois. In R. Sandwell (\u00c9d.), <i>To the Past<\/i> (p. 70\u201187). University of Toronto Press. <a href=\"https:\/\/doi.org\/10.3138\/9781442657212-007\">https:\/\/doi.org\/10.3138\/9781442657212-007<\/a><\/div>\n<div>\n<div class=\"csl-entry\">Maggioni, L. (2010). <i>HISTORY CLASSROOM: CASES OF TEACHING AND LEARNING TO THINK HISTORICALLY<\/i> [Th\u00e8se de doctorat]. University of Maryland.<\/div>\n<div class=\"csl-entry\">Maggioni, L. (2024). Why Does Epistemology Matter? A Personal Journey. In H. \u00c5str\u00f6m Elmersj\u00f6 &amp; P. Zanazanian (\u00c9ds.), <i>Teachers and the Epistemology of History<\/i> (p. 229\u2011244). Springer Nature Switzerland. <a href=\"https:\/\/doi.org\/10.1007\/978-3-031-58056-7_13\">https:\/\/doi.org\/10.1007\/978-3-031-58056-7_13<\/a><\/div>\n<div class=\"csl-entry\">Maggioni, L., VanSledright, B., &amp; Alexander, P. A. (2009). Walking on the Borders\u202f: A Measure of Epistemic Cognition in History. <i>The Journal of Experimental Education<\/i>, <i>77<\/i>(3), 187\u2011214. <a href=\"https:\/\/doi.org\/10.3200\/JEXE.77.3.187-214\">https:\/\/doi.org\/10.3200\/JEXE.77.3.187-214<\/a><\/div>\n<\/div>\n<div class=\"csl-entry\">Martineau, R. (1997). <i>L\u2019\u00e9chec de l\u2019apprentissage de la pens\u00e9e historique \u00e0 l\u2019\u00e9cole secondaire. Contribution \u00e0 l\u2019\u00e9laboration de fondement didactiques pour enseigner l\u2019histoire<\/i> [Th\u00e8se de doctorat]. Universit\u00e9 Laval.<\/div>\n<div class=\"csl-entry\">Moisan, P. S. (s.\u00a0d.). <i>Fondements \u00e9pist\u00e9mologiques et repr\u00e9sentations sociales d\u2019enseignants d\u2019histoire du secondaire \u00e0 l\u2019\u00e9gard de l\u2019enseignement de l\u2019histoire et de la formation citoyenne<\/i>.<\/div>\n<\/div>\n<div>\n<div class=\"csl-bib-body\">\n<div class=\"csl-entry\">Pageau, L. (2016). La question qui fait mal\u202f: \u00ab\u202fpourquoi crois-tu avoir \u00e9chou\u00e9 \u00e0 l\u2019\u00e9preuve unique minist\u00e9rielle?\u202f\u00bb. <i>Enjeux de l\u2019univers social<\/i>, <i>31<\/i>(4), 24\u201129.<\/div>\n<div class=\"csl-entry\">Pageau, L. (2021a). L\u2019empathie historique pourrait-elle faciliter la compr\u00e9hension de la nature de la science historique? <i>Enjeux de l\u2019univers social<\/i>, <i>10<\/i>(1), 45\u201147.<\/div>\n<div class=\"csl-entry\">Pageau, L. (2021b). Les apprenants en difficult\u00e9 dans les cours d\u2019histoire et leurs repr\u00e9sentations de la science historique. <i>Didactica Historica<\/i>, <i>7<\/i>, 1\u20118. <a href=\"https:\/\/doi.org\/10.33055\/DIDACTICA HISTORICA. 2021.05.07\">https:\/\/doi.org\/10.33055\/DIDACTICA HISTORICA. 2021.05.07<\/a><\/div>\n<div class=\"csl-entry\">Pageau, L. (2021c). Les repr\u00e9sentations de la science historique des apprenants en difficult\u00e9 dans les cours d\u2019histoire. <i>Didactica Historica<\/i>, <i>7<\/i>, 113\u2011118.<\/div>\n<div class=\"csl-entry\">Pageau, L. (2023). <i>Les repr\u00e9sentations sociales des \u00e9l\u00e8ves de 4e\u00a0 secondaire au sujet de l\u2019histoire et de l\u2019\u00e9preuve unique minist\u00e9rielle<\/i> [Th\u00e8se doctorale]. Universit\u00e9 Laval.<\/div>\n<div class=\"csl-entry\">Pageau, L. (2024). An exploratory study of epistemological stances among teachers and secondary IV history students in Quebec. <i>Historical Encounters: A Journal of Historical Consciousness, Historical Culture, and History Education<\/i>, <i>11<\/i>(2), 133\u2011150. <a href=\"https:\/\/doi.org\/10.52289\/hej11.209\">https:\/\/doi.org\/10.52289\/hej11.209<\/a><\/div>\n<div>\n<div class=\"csl-bib-body\">\n<div class=\"csl-entry\">Sandwell, R., &amp; von\u00a0Heyking, A. (2014). <i>Becoming a history teacher\u202f: Sustaining practices in historical thinking and knowin<\/i>. University Toronto.<\/div>\n<div class=\"csl-entry\">Seixas, P. (1996). Conceptualizing the Growth of Historical Understanding. In <i>The handbook of education and human development\u202f: New models of learning, teaching and schooling<\/i> (David R. Olson Nancy Torrance, p. 733\u2011750). Wiley-Blackwell.<\/div>\n<div class=\"csl-entry\">Tutiaux-Guillon, N. (2004, octobre 19). <i>Les conceptions de l\u2019apprentissage auxquelles se r\u00e9f\u00e8rent les enseignants\u202f: Un facteur d\u2019inertie disciplinaire<\/i>. Journ\u00e9e d\u2019\u00e9tude didactique de l\u2019histoire, de la g\u00e9ographie et de l\u2019\u00e9ducation \u00e0 la citoyennet\u00e9, IUFM Basse-Normandie Caen, France.<\/div>\n<div class=\"csl-entry\">Wilson, S. M., &amp; Wineburg, S. S. (1993). Wrinkles in Time and Place\u202f: Using Performance Assessments to Understand the Knowledge of History Teachers. <i>American Educational Research Journal<\/i>, <i>30<\/i>(4), 729\u2011769.<\/div>\n<div class=\"csl-entry\">Yelle, P. F. (2016). <i>Appropriation d\u2019une ressource didactique permettant le d\u00e9veloppement de la pens\u00e9e historienne par un enseignant au secondaire<\/i> [M\u00e9moire de maitrise]. Univesit\u00e9 de Montr\u00e9al.<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Entrevue avec Suggestions de sites \u00e0 consulter Listes des r\u00e9f\u00e9rences consult\u00e9es pour produire la fiche Ashby, R. (2005). Students\u2019 Approaches to Validating Historical Claims. In Understanding history\u202f: Recent research in history education (Routledge, p. 32\u201145). Ashby, R. (2006). Desenvolvendo um conceito de evid\u00eancia hist\u00f3rica\u202f: As id\u00e9ias dos estudantes sobre testar afirma\u00e7\u00f5es factuais singulares. Educar, Curitiba, [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"domaine":[],"class_list":["post-100","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/www.uqac.ca\/bonnespratiquesus\/wp-json\/wp\/v2\/pages\/100","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.uqac.ca\/bonnespratiquesus\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.uqac.ca\/bonnespratiquesus\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.uqac.ca\/bonnespratiquesus\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/www.uqac.ca\/bonnespratiquesus\/wp-json\/wp\/v2\/comments?post=100"}],"version-history":[{"count":1,"href":"https:\/\/www.uqac.ca\/bonnespratiquesus\/wp-json\/wp\/v2\/pages\/100\/revisions"}],"predecessor-version":[{"id":102,"href":"https:\/\/www.uqac.ca\/bonnespratiquesus\/wp-json\/wp\/v2\/pages\/100\/revisions\/102"}],"wp:attachment":[{"href":"https:\/\/www.uqac.ca\/bonnespratiquesus\/wp-json\/wp\/v2\/media?parent=100"}],"wp:term":[{"taxonomy":"domaine","embeddable":true,"href":"https:\/\/www.uqac.ca\/bonnespratiquesus\/wp-json\/wp\/v2\/domaine?post=100"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}