Guide du PPCS sur l'enseignement et l'apprentissage ...

Annexes – Annexe 2 : Liste de lectures recommandées
Construction d’une base disciplinaire
BOIX MANSILLA, V. 2004. Between reproducing and organizing the past: High school students’ beliefs about
the standards of acceptability of historical knowledge. International Review of Research History Education.
P. Lee, ed. Londres, Royaume-Uni : Fran Cass.
CAREY, S. Science education as conceptual change. Journal of Applied Developmental Psychology. 2000, 21, 1,
p 13–19.
DONOVAN, S. et BRANSFORD, J. 2005. How Students Learn: History, mathematics, and science in the classroom–
Committee on How People Learn, A Targeted Report for Teachers. Washington (District de Columbia), États-
Unis : National Academies Press.
GARDNER, H. et BOIX MANSILLA, V. Teaching for understanding in the disciplines and beyond. Teachers
College Record 96 (2). 1994, p 198–218.
GROTZER, T.A. et LINCOLN, R. Educating for ‘intelligent environmental action’ in an age of global warming.
Creating a climate for change: Communicating climate change and facilitating social change. S. Moser &
L. Dilling, eds. 2007, Cambridge, Royaume-Uni : Cambridge University Press.
HOFER, B. et PINTRICH, P. The development of epistemological theories: Beliefs about knowledge and
knowing and their relation to learning. Review of Educational Research.1997, 67, p 88–140.
LEE, P. et ASHBY, R. Progression in historical understanding. Knowing, Teaching, and Learning History: National
and international perspectives. P. Seixas & S. Wineburg, eds. 2000, New York, États-Unis : NYU Press.
MINSTRELL, J. et KRAUS, P. Guided inquiry in the science classroom. How Students Learn: History, Mathematics,
and Science in the Classroom. J. Bransford & S. Donovan, eds. 2005, Washington (District de Columbia), États-
Unis : National Academy Press, p 475–514.
PERKINS, D. 1994. The intelligent eye: Learning to think by looking at art. Santa Monica (Californie), États-Unis :
The Getty Center for Education in the Arts.
PERKINS, D.N. et GROTZER, T.A. Dimensions of causal understanding: The role of complex causal models in
students’ understanding of science. Studies in Science Education. 2005, 41, p 117–166.
WINEGURG, S. 2000. Historical Thinking and other Unnatural Acts: Charting the future of teaching the past.
Philadelphie (Pennsylvanie), États-Unis : Temple University Press.
WINNER et al. Studio Thinking: How visual arts teaching can promote disciplined habits of mind. New
Directions in Aesthetics, Creativity, and the Arts (189–205). P. Locher, C. Martindale, L. Dorfman & D. Leontiev,
eds. 2007, Amityville (New York), États-Unis : Baywood Publishing Company, 2006, p 189–205.
Intégration des perspectives disciplinaires
BROMME, R. Beyond one’s own perspective: The psychology of cognitive interdisciplinarity. Practising
interdisciplinarity. P. Weingart & N. Stehr, eds. 2000. Toronto, Canada : Toronto University Press.
DAWES DURAISINGH, L. et BOIX MANSILLA, V. Interdisciplinary forays within the history classroom: How the
visual arts can enhance (or hinder) historical understanding. Teaching History. 2008, décembre 2007.
NIKITINA, S. Three Strategies for Interdisciplinary Teaching: Contextualizing, Conceptualizing, and Problem-
Centering. Journal of Curriculum Studies. 2006, 38, 3, p 251–271.
PERKINS, D., SIMMONS, R. et TISHMAN, S. Teaching cognitive and metacognitive strategies. Journal of
Structural Learning. 1990, 10, 4, p 285–303.
Guide du PPCS sur l’enseignement et l’apprentissage interdisciplinaires 141