Demande sociétale et cristallisation identitaire à propos du passé dans les pratiques d’enseignement de l’histoire au Québec
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Nombre de recherches sur l’enseignement de l’histoire ont questionné la pertinence d’une approche chronologique et linéaire des faits et des figures importantes du passé. Elles montrent l’importance de travailler en classe sur la pensée historique. En suivant cette direction, nombre de pays occidentaux ont revu et redéfini leur curriculum en histoire, en termes non seulement de transmission de faits et d’une culture commune, mais aussi en prenant en compte l’apprentissage de la pensée et du raisonnement historique. Cet article présente les principaux résultats d’une recherche concernant ce nouveau type de curriculum introduit au Québec en 2001. Par un focus sur les pratiques enseignantes dans le secondaire, il examine la tension entre aspiration intellectuelle et dimension identitaire.
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.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.003 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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 it