Description et analyse des postures épistémologiques sous-tendues par l’épreuve unique ministérielle en Histoire et éducation à la citoyenneté
This research has the objective to describe and analyze the epistemological postures underpinned by the Ministerial uniform examination in secondary IV for the History and Citizenship Education program. Two specific objectives ensue: to describe the analysis of the sources ordered by the test and to enunciate the overlap between the evaluation criteria and historical thinking. We selected uniform examinations from June 2012 to 2015 and analyzed both ministerial information and the link between questions and documents. The evaluation criteria, the role of documents, their type and nature, the possibility to criticize them as well as the evaluation and the use of historical knowledge have been described and analyzed. The examination does not assess the use of historical thinking. It suggests an epistemological posture leaning on a fixed knowledge transmitted by an authority holding the truth. Accordingly, results indicate its misalignment of history teaching purposes supported by the program and research.
Historical thinking Teaching Learning Epistemological posture Uniform examination History and Citizenship Education Secondary IV