La géographie dans le programme d’enseignement des sciences sociales au niveau primaire et secondaire
Bibliographic record
Abstract
Geography, being one of the social studies, has a unique contribution, a particular point of view to bring to bear in understanding Society. Its specific Junction is to train future citizens to imagine the conditions of the great world stage and so help them to think sanely about political and social conditions in the world around. Geography is the only subject that deals directly and fully with the influence of the physical environment upon human action and life. The author stresses the point that History and Geography are equally important and need to be given the same amount of time in the curriculum. But History and Geography are note the same : both are different ways of interpreting facts. In stressing the distinction between History and Geography, the author wishes to improve the teaching of both History and Geography, but as different disciplines. Finally the author points out that Geography progresses in difficulty and sequence, like arithmetic, so that one year is a prerequisite of the geographical concepts to be introduced in the next year of study. Geography is more appealing and more real to children than many other social sciences and so more stimulating to intellectual effort.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.008 |
| Science and technology studies | 0.008 | 0.119 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".