Le sens de l’engagement citoyen des élèves de 5e secondaire en rapport aux cours d’histoire
Bibliographic record
Abstract
L’histoire est intrinsèquement liée à l’apprentissage de la citoyenneté. C’est dans les cours d’histoire que les élèves sont sensibilisés aux enjeux de leur communauté. L’étude de l’histoire amène aussi à prendre conscience de l’appartenance aux collectivités, à comprendre l’impact de certains choix ainsi que des actions de l’individu sur cette collectivité tout en développant un esprit critique et tolérant. C’est ainsi qu’un élève peut être amené à comprendre l’importance de sa participation à la citoyenneté et peut s’engager dans sa citoyenneté. Toutefois, dans un contexte marqué par une apolitisation croissante de la société québécoise, la diffusion rapide de la désinformation et l’émergence de discours plus radicaux et intolérants sur Internet, ils nous semblent bénéfiques de se demander si les élèves ressortent vraiment engagés dans leur citoyenneté grâce aux cours d’histoire. L’objectif de cette recherche est donc de comprendre le sens de l’engagement citoyen des élèves de cinquième secondaire en lien avec leurs cours d’histoire obligatoires. Grâce à une étude qualitative menée auprès de 20 élèves de 5e secondaire des régions du Saguenay et de Québec, nous avons entrepris de comprendre leur engagement citoyen par le biais d’un entretien, mais aussi d’une activité de débat. Nous brossons un portrait de l’engagement citoyen des élèves québécois et de leur rapport aux cours d’histoire. Il est intéressant de constater qu’il y a parfois un décalage entre les idéaux que les élèves véhiculent en entretiens et ceux qu’ils favorisent lors de la prise de décision dans un débat. History is intrinsically linked to the learning of citizenship. It is in history classes that students become aware of the issues facing their community. The study of history also leads to an awareness of belonging to a community, understanding the impact of choices and actions on this community, and developing a critical and tolerant mindset. This way, a student can understand the importance of their participation in citizenship and engage in their civic duties. However, in a context marked by increasing apoliticism in Quebec society, the rapid spread of misinformation, and the emergence of more radical and intolerant discourse on the Internet, it seems beneficial to question whether students truly emerge engaged in their citizenship thanks to history classes. The objective of this research is to understand the meaning of civic engagement among fifth-year secondary students in relation to their mandatory history courses. Through a qualitative study conducted with 20 fifth-year secondary students from the Saguenay and Quebec regions, we aimed to understand their civic engagement through interviews and a debate activity. We paint a portrait of the civic engagement of Quebec students and their relationship to history classes. It is interesting to note that there is sometimes a gap between the ideals students express in interviews and those they favor when making decisions in a debate.
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 machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.006 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.019 | 0.021 |
| Scholarly communication | 0.017 | 0.006 |
| Open science | 0.001 | 0.010 |
| Research integrity | 0.003 | 0.006 |
| Insufficient payload (model declined to judge) | 0.021 | 0.003 |
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; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
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".