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

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.