{"id":45,"date":"2025-06-30T18:12:24","date_gmt":"2025-06-30T23:12:24","guid":{"rendered":"https:\/\/www.uqac.ca\/bonnespratiquesus\/?page_id=45"},"modified":"2026-03-29T15:25:59","modified_gmt":"2026-03-29T20:25:59","slug":"pour-aller-plus-loin","status":"publish","type":"page","link":"https:\/\/www.uqac.ca\/bonnespratiquesus\/pour-aller-plus-loin\/","title":{"rendered":"Pour aller plus loin (en pens\u00e9e g\u00e9ographique)"},"content":{"rendered":"<div class=\"csl-bib-body\">\n<h2>Entrevue avec<\/h2>\n<h4>Chantal D\u00e9ry, professeure \u00e0 l&rsquo;Universit\u00e9 du Qu\u00e9bec en Outaouais<\/h4>\n<div style=\"position: relative;width: 100%;height: 0;padding-bottom: 56.25%\"><iframe style=\"border: 1px solid #464646;position: absolute;top: 0;left: 0;width: 100%;height: 100%\" src=\"https:\/\/uqac.ca.panopto.com\/Panopto\/Pages\/Embed.aspx?id=fd048b4c-6f66-4dfb-9585-b41c0150606d&amp;autoplay=false&amp;offerviewer=false&amp;showtitle=false&amp;showbrand=false&amp;captions=false&amp;interactivity=all\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/div>\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-entry\">Benimmas, A. (2005). Apprendre \u00e0 lire la carte th\u00e9matique au secondaire ou d\u00e9velopper le raisonnement g\u00e9ographique chez l\u2019\u00e9l\u00e8ve. <i>Cahiers de g\u00e9ographie du Qu\u00e9bec<\/i>, <i>43<\/i>(120), 539\u2011558. <a href=\"https:\/\/doi.org\/10.7202\/022854ar\">https:\/\/doi.org\/10.7202\/022854ar<\/a><\/div>\n<div class=\"csl-entry\">Benimmas, A. (2016). Le statut de la carte g\u00e9ographique dans la pratique enseignante \u00e0 l\u2019\u00e9cole francophone en milieu minoritaire. <i>McGill Journal of Education<\/i>, <i>50<\/i>(2\u20113), 269\u2011291. <a href=\"https:\/\/doi.org\/10.7202\/1036433ar\">https:\/\/doi.org\/10.7202\/1036433ar<\/a><\/div>\n<div class=\"csl-entry\">Benimmas, A., &amp; Ara\u00fajo-Oliveira, A. (2019). \u00c9duquer aux sciences humaines et sociales. <i>\u00c9ducation et francophonie<\/i>, <i>47<\/i>(2), 1. <a href=\"https:\/\/doi.org\/10.7202\/1066444ar\">https:\/\/doi.org\/10.7202\/1066444ar<\/a><\/div>\n<div class=\"csl-entry\">Benimmas, A., &amp; Blain, S. (2019). Cr\u00e9er une carte narrative sur Google Maps\u202f: \u00c9tude du raisonnement g\u00e9ographique et de la coh\u00e9rence textuelle chez les \u00e9l\u00e8ves de la 9e ann\u00e9e secondaire. <i>\u00c9ducation et francophonie<\/i>, <i>47<\/i>(2), 145\u2011171. <a href=\"https:\/\/doi.org\/10.7202\/1066452ar\">https:\/\/doi.org\/10.7202\/1066452ar<\/a><\/div>\n<div>\n<div class=\"csl-bib-body\">\n<div class=\"csl-entry\">Bahbahani, K., Cooper, R., Duquette, C., Soci\u00e9t\u00e9 g\u00e9ographique royale du Canada, &amp; Critical Thinking Consortium. (2016). <i>Enseigner la pens\u00e9e g\u00e9ographique\u202f: Une ressource didactique pour initier les \u00e9l\u00e8ves \u00e0 six concepts favorisant le d\u00e9veloppement de leur pens\u00e9e critique en g\u00e9ographie<\/i>. TC<sup>2<\/sup>, The Critical Thinking Consortium; WorldCat.<\/div>\n<div>\n<div class=\"csl-bib-body\">\n<div>Colin, P., Heitz, C., Giry, F., Leininger-Fr\u00e9zal, C., &amp; Leroux, X. (2019). Raisonner, raisonnements en g\u00e9ographie scolaire. <i>G\u00e9ocarrefour<\/i>, <i>93<\/i>(4). <a href=\"https:\/\/doi.org\/10.4000\/geocarrefour.12524\">https:\/\/doi.org\/10.4000\/geocarrefour.12524<\/a><\/div>\n<div class=\"csl-entry\">D\u00e9ry, C. (s.\u00a0d.). <i>La psychog\u00e9ographie\u202f: Une approche porteuse pour sensibiliser les futures enseignantes du primaire \u00e0 la territorialit\u00e9?<\/i><\/div>\n<div class=\"csl-entry\">D\u00e9ry, C., &amp; Decelles, S. (2011). Et la g\u00e9ographie dans tout \u00e7a? <i>Canadian issues\u202f: a publication of the Association for Canadian Studies<\/i>, <i>Summer<\/i>, 17\u201120.<\/div>\n<div class=\"csl-entry\">D\u00e9ry, C., &amp; Mottet, \u00c9. (2018). Quelle vision du Nord qu\u00e9b\u00e9cois dans les programmes de g\u00e9ographie au primaire et au secondaire\u202f? <i>Cahiers de g\u00e9ographie du Qu\u00e9bec<\/i>, <i>61<\/i>(173), 273\u2011292. <a href=\"https:\/\/doi.org\/10.7202\/1049373ar\">https:\/\/doi.org\/10.7202\/1049373ar<\/a><\/div>\n<div class=\"csl-entry\">D\u00e9ry, Chantal. (2023, octobre). <i>D\u00e9velopper une pens\u00e9e g\u00e9ographique<\/i>. Pr\u00e9sentation pour le centre de services scolaire du pays des Bleuets.<\/div>\n<div>Hugonie, G. (1997). La g\u00e9ographie et l\u2019enseignement (Geography and teaching). <i>Bulletin de l\u2019Association de g\u00e9ographes fran\u00e7ais<\/i>, <i>74<\/i>(3), 224\u2011225. <a href=\"https:\/\/doi.org\/10.3406\/bagf.1997.1974\">https:\/\/doi.org\/10.3406\/bagf.1997.1974<\/a><\/div>\n<div>\n<div class=\"csl-bib-body\">\n<div class=\"csl-entry\">Le Roux, A. (1993). G\u00e9o-humeur&#8230; G\u00e9o-formation. <i>G\u00e9ographes associ\u00e9s<\/i>, <i>12<\/i>(1), 8\u20119. <a href=\"https:\/\/doi.org\/10.3406\/geoas.1993.1827\">https:\/\/doi.org\/10.3406\/geoas.1993.1827<\/a><\/div>\n<div class=\"csl-entry\">Le Roux, A. (1997). G\u00e9ographie des concours, modalit\u00e9s d\u2019enseignement et de formation, et repr\u00e9sentations des \u00e9tudiants (Geography in the competitive exams, methods of teaching and training, and students mental images). <i>Bulletin de l\u2019Association de g\u00e9ographes fran\u00e7ais<\/i>, <i>74<\/i>(3), 251\u2011260. <a href=\"https:\/\/doi.org\/10.3406\/bagf.1997.1979\">https:\/\/doi.org\/10.3406\/bagf.1997.1979<\/a><\/div>\n<div class=\"csl-entry\">Le Roux, A., &amp; Th\u00e9mines, J.-F. (2003). Le cas de la formation des enseignants de g\u00e9ographie du secondaire en France. <i>G\u00e9ographes associ\u00e9s<\/i>, <i>27<\/i>(1), 145\u2011149. <a href=\"https:\/\/doi.org\/10.3406\/geoas.2003.2266\">https:\/\/doi.org\/10.3406\/geoas.2003.2266<\/a><\/div>\n<div class=\"csl-entry\">Leroux, A. (1990). L\u2019apr\u00e8s lyc\u00e9e ou les m\u00e9saventures cartographiques d\u2019\u00e9l\u00e8ves de classe pr\u00e9paratoire. <i>Mappemonde<\/i>, <i>19<\/i>(3), 2\u20116. <a href=\"https:\/\/doi.org\/10.3406\/mappe.1990.911\">https:\/\/doi.org\/10.3406\/mappe.1990.911<\/a><\/div>\n<div class=\"csl-entry\">Le\u00a0Roux, A. (2001). La formation des enseignants aux didactiques disciplinaires\u202f: De nouvelles probl\u00e9matiques\u202f? L\u2019exemple de la g\u00e9ographie, le cas fran\u00e7ais. <i>Cybergeo<\/i>. <a href=\"https:\/\/doi.org\/10.4000\/cybergeo.4065\">https:\/\/doi.org\/10.4000\/cybergeo.4065<\/a><\/div>\n<div>\n<div class=\"csl-bib-body\">\n<div class=\"csl-entry\">Merenne-Schoumaker, B. (1986). Les trois dimensions de l\u2019enseignement de la g\u00e9ographie. <i>Revue de g\u00e9ographie de Lyon<\/i>, <i>61<\/i>(2), 183\u2011188. <a href=\"https:\/\/doi.org\/10.3406\/geoca.1986.4085\">https:\/\/doi.org\/10.3406\/geoca.1986.4085<\/a><\/div>\n<div class=\"csl-entry\">Merenne-Schoumaker, B. (1996). L\u2019\u00e9ducation g\u00e9ographique\u202f: Pour une vision citoyenne du monde. <i>G\u00e9ographes associ\u00e9s<\/i>, <i>19<\/i>(1), 65\u201168. <a href=\"https:\/\/doi.org\/10.3406\/geoas.1996.2050\">https:\/\/doi.org\/10.3406\/geoas.1996.2050<\/a><\/div>\n<div class=\"csl-entry\">M\u00e9renne-Schoumaker, B. (2002). Les manuels scolaires de g\u00e9ographie en Belgique francophone. <i>Travaux de l\u2019Institut G\u00e9ographique de Reims<\/i>, <i>28<\/i>(109), 83\u201191. <a href=\"https:\/\/doi.org\/10.3406\/tigr.2002.1436\">https:\/\/doi.org\/10.3406\/tigr.2002.1436<\/a><\/div>\n<div class=\"csl-entry\">M\u00e9renne-Schoumaker, B. (2003). De la g\u00e9ographie des professeurs \u00e0 la g\u00e9ographie de l\u2019action\u202f: Une place nouvelle dans l\u2019enseignement secondaire. <i>Belgeo<\/i>, <i>2<\/i>, 157\u2011164. <a href=\"https:\/\/doi.org\/10.4000\/belgeo.16237\">https:\/\/doi.org\/10.4000\/belgeo.16237<\/a><\/div>\n<div class=\"csl-entry\">Merenne-Schoumaker, B. (2003). Enseigner autrement\u202f: Une exp\u00e9rience \u00e0 l\u2019Universit\u00e9 de Li\u00e8ge. <i>G\u00e9ographes associ\u00e9s<\/i>, <i>27<\/i>(1), 183\u2011184. <a href=\"https:\/\/doi.org\/10.3406\/geoas.2003.2276\">https:\/\/doi.org\/10.3406\/geoas.2003.2276<\/a><\/div>\n<div class=\"csl-entry\">M\u00e9renne-Schoumaker, B. (2005). Comp\u00e9tences et savoirs terminaux en g\u00e9ographie. R\u00e9flexions et propositions. <i>Cahiers de g\u00e9ographie du Qu\u00e9bec<\/i>, <i>43<\/i>(120), 437\u2011449. <a href=\"https:\/\/doi.org\/10.7202\/022848ar\">https:\/\/doi.org\/10.7202\/022848ar<\/a><\/div>\n<div class=\"csl-entry\">M\u00e9renne-Schoumaker, B. (2019). Apports et finalit\u00e9 de la g\u00e9ographie dans une formation de base. R\u00e9flexions et propositions. <i>\u00c9ducation et francophonie<\/i>, <i>47<\/i>(2), 8\u201123. <a href=\"https:\/\/doi.org\/10.7202\/1066445ar\">https:\/\/doi.org\/10.7202\/1066445ar<\/a><\/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 Chantal D\u00e9ry, professeure \u00e0 l&rsquo;Universit\u00e9 du Qu\u00e9bec en Outaouais Suggestions de sites \u00e0 consulter Listes des r\u00e9f\u00e9rences consult\u00e9es pour produire la fiche Benimmas, A. (2005). Apprendre \u00e0 lire la carte th\u00e9matique au secondaire ou d\u00e9velopper le raisonnement g\u00e9ographique chez l\u2019\u00e9l\u00e8ve. Cahiers de g\u00e9ographie du Qu\u00e9bec, 43(120), 539\u2011558. https:\/\/doi.org\/10.7202\/022854ar Benimmas, A. (2016). Le statut [&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-45","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/www.uqac.ca\/bonnespratiquesus\/wp-json\/wp\/v2\/pages\/45","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=45"}],"version-history":[{"count":6,"href":"https:\/\/www.uqac.ca\/bonnespratiquesus\/wp-json\/wp\/v2\/pages\/45\/revisions"}],"predecessor-version":[{"id":455,"href":"https:\/\/www.uqac.ca\/bonnespratiquesus\/wp-json\/wp\/v2\/pages\/45\/revisions\/455"}],"wp:attachment":[{"href":"https:\/\/www.uqac.ca\/bonnespratiquesus\/wp-json\/wp\/v2\/media?parent=45"}],"wp:term":[{"taxonomy":"domaine","embeddable":true,"href":"https:\/\/www.uqac.ca\/bonnespratiquesus\/wp-json\/wp\/v2\/domaine?post=45"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}