Study on critical practices transversality manifested by quebecers high school students in context of problem-based learning in their science, history and ethic courses

  • Mathieu Gagnon
Keywords: Critical thinking; transversality; high school; history, science and ethic

Abstract

This article discusses the transversality of critical practices manifested by high school students in problem-based learning activities leads in their classrooms of ethic, history and science. To achieve this, the author proposes a definition of critical thinking centred on the idea of practice, and a grid based on constituent intervention types of critical practices. The results, also based on semi-structured interviews, show that the critical practices are situated and their transversality should be studied as a complex and dynamic process that could be examined from four areas: the discipline; the spaces of resolution; the types of problem; the relationships to knowledge.

Published
26-09-2018
How to Cite
Gagnon, M. (2013). Study on critical practices transversality manifested by quebecers high school students in context of problem-based learning in their science, history and ethic courses. Swiss Journal of Educational Research, 34(3), 551-574. https://doi.org/10.24452/sjer.34.3.4896