[et_pb_section fb_built=\u00a0\u00bb1″ admin_label=\u00a0\u00bbSalon Article\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.0″ da_disable_devices=\u00a0\u00bboff|off|off\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb da_is_popup=\u00a0\u00bboff\u00a0\u00bb da_exit_intent=\u00a0\u00bboff\u00a0\u00bb da_has_close=\u00a0\u00bbon\u00a0\u00bb da_alt_close=\u00a0\u00bboff\u00a0\u00bb da_dark_close=\u00a0\u00bboff\u00a0\u00bb da_not_modal=\u00a0\u00bbon\u00a0\u00bb da_is_singular=\u00a0\u00bboff\u00a0\u00bb da_with_loader=\u00a0\u00bboff\u00a0\u00bb da_has_shadow=\u00a0\u00bbon\u00a0\u00bb][et_pb_row _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb theme_builder_area=\u00a0\u00bbpost_content\u00a0\u00bb][et_pb_column type=\u00a0\u00bb4_4″ _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb theme_builder_area=\u00a0\u00bbpost_content\u00a0\u00bb][et_pb_post_nav in_same_term=\u00a0\u00bbon\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb theme_builder_area=\u00a0\u00bbpost_content\u00a0\u00bb][\/et_pb_post_nav][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=\u00a0\u00bb2_5,3_5″ admin_label=\u00a0\u00bbrow\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.4″ background_size=\u00a0\u00bbinitial\u00a0\u00bb background_position=\u00a0\u00bbtop_left\u00a0\u00bb background_repeat=\u00a0\u00bbrepeat\u00a0\u00bb custom_padding=\u00a0\u00bb||0px||false|false\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][et_pb_column type=\u00a0\u00bb2_5″ _builder_version=\u00a0\u00bb4.24.2″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][et_pb_text admin_label=\u00a0\u00bbtitle\/author\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb header_line_height=\u00a0\u00bb1.4em\u00a0\u00bb min_height=\u00a0\u00bb22.8px\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb]<\/p>\n
Hans Boulay<\/p>\n
[\/et_pb_text][et_pb_text admin_label=\u00a0\u00bbDescription\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb custom_padding=\u00a0\u00bb||0px|||\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb]<\/p>\n
Enseignant au primaire depuis 5 ans, j\u2019ai obtenu mon baccalaur\u00e9at en \u00e9ducation pr\u00e9scolaire et en enseignement primaire et ma ma\u00eetrise \u00e0 l\u2019UQAC. Celle-ci porte sur le d\u00e9veloppement de la pens\u00e9e critique par l\u2019enseignement des sciences, de l\u2019histoire et de la g\u00e9ographie \u00e0 travers des questions scientifiquement et socialement vives.<\/em><\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=\u00a0\u00bb3_5″ _builder_version=\u00a0\u00bb4.24.2″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][et_pb_image src=\u00a0\u00bbhttps:\/\/ssencressc.ca\/wp-content\/uploads\/2025\/05\/listening-4784915_1280.jpg\u00a0\u00bb title_text=\u00a0\u00bblistening-4784915_1280″ show_bottom_space=\u00a0\u00bboff\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb max_height=\u00a0\u00bb1000px\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][\/et_pb_image][\/et_pb_column][\/et_pb_row][et_pb_row admin_label=\u00a0\u00bbrow\u00a0\u00bb _builder_version=\u00a0\u00bb4.16″ background_size=\u00a0\u00bbinitial\u00a0\u00bb background_position=\u00a0\u00bbtop_left\u00a0\u00bb background_repeat=\u00a0\u00bbrepeat\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][et_pb_column type=\u00a0\u00bb4_4″ _builder_version=\u00a0\u00bb4.16″ custom_padding=\u00a0\u00bb|||\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb custom_padding__hover=\u00a0\u00bb|||\u00a0\u00bb][et_pb_text admin_label=\u00a0\u00bbDescription\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb custom_margin=\u00a0\u00bb-25px||||false|false\u00a0\u00bb custom_padding=\u00a0\u00bb||0px|||\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb]<\/p>\n Avec la production de p\u00e9trole et de gaz naturel en pleine croissance au Canada et aux \u00c9tats-Unis depuis le d\u00e9but du XXe si\u00e8cle, le transport des hydrocarbures est devenu un sujet abondamment trait\u00e9 par les m\u00e9dias du pays. D\u00e9velopp\u00e9 dans le cadre d\u2019un m\u00e9moire de recherche (Boulay, 2023), le projet interdisciplinaire \u00ab Des trajets renversants ! a \u00e9t\u00e9 r\u00e9alis\u00e9 avec des \u00e9l\u00e8ves de 3e cycle du primaire dans une \u00e9cole de Laval avec l\u2019objectif de d\u00e9velopper leur pens\u00e9e critique en abordant cette question scientifiquement et socialement vive (QSSV).<\/p>\n Le transport des hydrocarbures \u00e9tant un sujet d\u2019actualit\u00e9 controvers\u00e9 sur les plans politique, social et scientifique, ce savoir peut \u00eatre associ\u00e9 \u00e0 une QSSV, ce qui am\u00e8ne l\u2019enseignant et l\u2019\u00e9l\u00e8ve \u00e0 traiter ce type de savoir avec une posture critique (Alpe et Barthes, 2013). Les QSSV servent de questionnement initial \u00e0 une situation probl\u00e9matique complexe demandant l\u2019\u00e9laboration de liens interdisciplinaires entre les sciences de la nature et les sciences humaines et sociales (Legardez et Simonneaux, 2006). Pour r\u00e9pondre \u00e0 la QSSV, il faudra porter un jugement critique bas\u00e9 sur des crit\u00e8res \u00e9tablis. Bien que ces t\u00e2ches soient difficiles cognitivement, les \u00e9l\u00e8ves du 3e cycle du primaire sont en mesure de les r\u00e9aliser avec l\u2019aide de l\u2019enseignant (Dion-Routhier, 2018).<\/p>\n Pour r\u00e9pondre \u00e0 une QSSV, il faut mobiliser des savoirs associ\u00e9es \u00e0 la science, \u00e0 la technologie et \u00e0 l\u2019univers social. Toutefois, pour construire ces savoirs, ces disciplines mettent en place diff\u00e9rentes d\u00e9marches d\u2019investigation, soit la d\u00e9marche d\u2019investigation scientifique (Cariou, 2015) et la d\u00e9marche d\u2019enqu\u00eate g\u00e9ographique (Duquette, 2016). Or, ces deux types de d\u00e9marche disciplinaire se basent essentiellement sur le m\u00eame mod\u00e8le : d\u00e9terminer un probl\u00e8me, formuler une question ou une hypoth\u00e8se, planifier et r\u00e9aliser l\u2019investigation, et proposer des explications ou des solutions. Ainsi, les \u00e9l\u00e8ves devront s\u2019engager dans une d\u00e9marche d\u2019investigation interdisciplinaire comprenant ces quatre phases. <\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=\u00a0\u00bb3_5,2_5″ _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb custom_margin=\u00a0\u00bb10px|auto|10px|auto|true|false\u00a0\u00bb custom_padding=\u00a0\u00bb10px|10px|10px|10px|true|true\u00a0\u00bb border_color_all=\u00a0\u00bb#962F93″ global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][et_pb_column type=\u00a0\u00bb3_5″ _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][et_pb_text admin_label=\u00a0\u00bbDescription\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb header_3_line_height=\u00a0\u00bb1.7em\u00a0\u00bb custom_margin=\u00a0\u00bb0px||||false|false\u00a0\u00bb custom_padding=\u00a0\u00bb20px|20px|0px|20px|false|true\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb]<\/p>\n Le projet commence par la pr\u00e9sentation de trois vid\u00e9os illustrant la probl\u00e9matique associ\u00e9e au transport du p\u00e9trole. Ensuite, pour se familiariser avec les concepts d\u2019\u00e9nergie fossile et de p\u00e9trole, les \u00e9l\u00e8ves sont amen\u00e9s \u00e0 dessiner un sch\u00e9ma repr\u00e9sentant les 4 phases de la production du p\u00e9trole (Image 1<\/a>). Ces savoirs pourront \u00eatre r\u00e9investis pour r\u00e9pondre \u00e0 la QSSV.<\/span><\/p>\n Avant de proposer la QSSV aux \u00e9l\u00e8ves, deux reportages sur le transport du p\u00e9trole par ol\u00e9oduc et par bateau leur sont pr\u00e9sent\u00e9s. Ensuite, une discussion a \u00e9t\u00e9 ouverte en lien avec les deux reportage pour aboutir \u00e0 la formulation de la QSSV suivante\u00a0: \u00ab La construction d\u2019un ol\u00e9oduc entre Montr\u00e9al et L\u00e9vis serait-elle une alternative au transport par bateau sur le fleuve St-Laurent? \u00bb.<\/span><\/p>\n \u00c0 partir de la QSSV, les \u00e9l\u00e8ves sont amen\u00e9s \u00e0 concevoir une carte conceptuelle comprenant tous les \u00e9l\u00e9ments \u00e0 prendre en compte pour r\u00e9pondre \u00e0 la QSSV (Image 2<\/a>).\u00a0<\/span><\/p>\n Une fois les sch\u00e9mas termin\u00e9s, les \u00e9l\u00e8ves sont invit\u00e9s \u00e0 venir au tableau pour \u00e9crire leurs r\u00e9ponses sur un papier. En grand groupe, ces r\u00e9ponses ont \u00e9t\u00e9 class\u00e9es pour faire ressortir trois pistes d\u2019enqu\u00eate, soit la s\u00e9curit\u00e9 pour l\u2019environnement, la s\u00e9curit\u00e9 pour l\u2019humain et l\u2019\u00e9conomie. Ces trois pistes d\u2019enqu\u00eate serviront \u00e0 guider les \u00e9l\u00e8ves dans leur recherche d\u2019informations.<\/span><\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=\u00a0\u00bb2_5″ _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb custom_padding=\u00a0\u00bb0px|5px|0px|5px|true|true\u00a0\u00bb border_width_all=\u00a0\u00bb3px\u00a0\u00bb border_color_all=\u00a0\u00bb#1C7CC0″ global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][et_pb_image src=\u00a0\u00bbhttps:\/\/ssencressc.ca\/wp-content\/uploads\/2025\/05\/article-4-image-1.jpg\u00a0\u00bb title_text=\u00a0\u00bbarticle 4 image 1″ align=\u00a0\u00bbcenter\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb max_height=\u00a0\u00bb401px\u00a0\u00bb custom_margin=\u00a0\u00bb||0px||false|false\u00a0\u00bb custom_padding=\u00a0\u00bb||0px||false|false\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][\/et_pb_image][et_pb_text admin_label=\u00a0\u00bbDescription\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb header_6_font_size=\u00a0\u00bb10px\u00a0\u00bb header_6_line_height=\u00a0\u00bb1.4em\u00a0\u00bb custom_margin=\u00a0\u00bb||0px||false|false\u00a0\u00bb custom_padding=\u00a0\u00bb0px||0px||false|false\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb]<\/p>\n [\/et_pb_text][et_pb_image src=\u00a0\u00bbhttps:\/\/ssencressc.ca\/wp-content\/uploads\/2025\/05\/article-4-image-2.png\u00a0\u00bb title_text=\u00a0\u00bbarticle 4 image 2″ _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb z_index=\u00a0\u00bb0″ max_height=\u00a0\u00bb236px\u00a0\u00bb custom_margin=\u00a0\u00bb||0px||false|false\u00a0\u00bb custom_padding=\u00a0\u00bb||0px||false|false\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][\/et_pb_image][et_pb_text admin_label=\u00a0\u00bbDescription\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb header_6_font_size=\u00a0\u00bb10px\u00a0\u00bb header_6_line_height=\u00a0\u00bb1.4em\u00a0\u00bb custom_margin=\u00a0\u00bb||0px||false|false\u00a0\u00bb custom_padding=\u00a0\u00bb0px||0px||false|false\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb]<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=\u00a0\u00bb1_3,2_3″ _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb background_color=\u00a0\u00bbgcid-75c52a06-e093-499d-84b1-4835cdf5042a\u00a0\u00bb custom_margin=\u00a0\u00bb10px|auto|10px|auto|true|false\u00a0\u00bb custom_padding=\u00a0\u00bb10px|10px|10px|10px|false|true\u00a0\u00bb border_color_all=\u00a0\u00bb#1C7CC0″ global_colors_info=\u00a0\u00bb{%22gcid-75c52a06-e093-499d-84b1-4835cdf5042a%22:%91%22background_color%22%93}\u00a0\u00bb][et_pb_column type=\u00a0\u00bb1_3″ _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb custom_padding=\u00a0\u00bb|5px||5px|false|true\u00a0\u00bb border_width_all=\u00a0\u00bb3px\u00a0\u00bb border_color_all=\u00a0\u00bb#962F93″ global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][et_pb_image src=\u00a0\u00bbhttps:\/\/ssencressc.ca\/wp-content\/uploads\/2025\/05\/article-4-image-3.png\u00a0\u00bb title_text=\u00a0\u00bbarticle 4 image 3″ _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb custom_margin=\u00a0\u00bb||0px||false|false\u00a0\u00bb custom_padding=\u00a0\u00bb||0px||false|false\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][\/et_pb_image][et_pb_text admin_label=\u00a0\u00bbDescription\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb header_6_font_size=\u00a0\u00bb10px\u00a0\u00bb header_6_line_height=\u00a0\u00bb1.4em\u00a0\u00bb custom_margin=\u00a0\u00bb||0px||false|false\u00a0\u00bb custom_padding=\u00a0\u00bb0px||0px||false|false\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb]<\/p>\n [\/et_pb_text][et_pb_image src=\u00a0\u00bbhttps:\/\/ssencressc.ca\/wp-content\/uploads\/2025\/05\/article-4-image-4.png\u00a0\u00bb title_text=\u00a0\u00bbarticle 4 image 4″ _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb custom_margin=\u00a0\u00bb||0px||false|false\u00a0\u00bb custom_padding=\u00a0\u00bb||0px||false|false\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][\/et_pb_image][et_pb_text admin_label=\u00a0\u00bbDescription\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb header_6_font_size=\u00a0\u00bb10px\u00a0\u00bb header_6_line_height=\u00a0\u00bb1.4em\u00a0\u00bb custom_margin=\u00a0\u00bb||0px||false|false\u00a0\u00bb custom_padding=\u00a0\u00bb0px||0px||false|false\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb]<\/p>\n [\/et_pb_text][et_pb_image src=\u00a0\u00bbhttps:\/\/ssencressc.ca\/wp-content\/uploads\/2025\/05\/article-4-image-5.png\u00a0\u00bb title_text=\u00a0\u00bbarticle 4 image 5″ _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb custom_margin=\u00a0\u00bb||0px||false|false\u00a0\u00bb custom_padding=\u00a0\u00bb||0px||false|false\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][\/et_pb_image][et_pb_text admin_label=\u00a0\u00bbDescription\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb header_6_font_size=\u00a0\u00bb10px\u00a0\u00bb header_6_line_height=\u00a0\u00bb1.4em\u00a0\u00bb custom_margin=\u00a0\u00bb||0px||false|false\u00a0\u00bb custom_padding=\u00a0\u00bb0px||0px||false|false\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb]<\/p>\n [\/et_pb_text][et_pb_image src=\u00a0\u00bbhttps:\/\/ssencressc.ca\/wp-content\/uploads\/2025\/05\/article-4-image-6.png\u00a0\u00bb title_text=\u00a0\u00bbarticle 4 image 6″ _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb custom_margin=\u00a0\u00bb||0px||false|false\u00a0\u00bb custom_padding=\u00a0\u00bb||0px||false|false\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][\/et_pb_image][et_pb_text admin_label=\u00a0\u00bbDescription\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb header_6_font_size=\u00a0\u00bb10px\u00a0\u00bb header_6_line_height=\u00a0\u00bb1.4em\u00a0\u00bb custom_margin=\u00a0\u00bb||0px||false|false\u00a0\u00bb custom_padding=\u00a0\u00bb0px||0px||false|false\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb]<\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=\u00a0\u00bb2_3″ _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][et_pb_text admin_label=\u00a0\u00bbDescription\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb header_3_line_height=\u00a0\u00bb1.7em\u00a0\u00bb custom_margin=\u00a0\u00bb0px||||false|false\u00a0\u00bb custom_padding=\u00a0\u00bb20px|10px|0px|10px|false|true\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb]<\/p>\n Apr\u00e8s avoir identifi\u00e9 les pistes d\u2019enqu\u00eate, les \u00e9l\u00e8ves sont invit\u00e9s \u00e0 formuler une hypoth\u00e8se en lien avec la QSSV et \u00e0 la justifier<\/span>\u00a0(<\/span>Image 3<\/span><\/a>).<\/span><\/p>\n En ce qui concerne la planification de l\u2019investigation, trois \u00e9tapes ont \u00e9t\u00e9 identifi\u00e9es par la classe, soit rechercher des informations pour les trois cat\u00e9gories, analyser le trajet de l\u2019ol\u00e9oduc \u00e0 l\u2019aide d\u2019une carte et simuler un d\u00e9versement de p\u00e9trole pour en voir les cons\u00e9quences. L\u2019enseignant pr\u00e9pare un journal de bord pour aider les \u00e9l\u00e8ves \u00e0 noter les informations trouv\u00e9es \u00e0 chaque \u00e9tape du projet.\u00a0<\/span><\/p>\n Apr\u00e8s un enseignement de la technique des 3QPOC (Mottet, 2021), les \u00e9l\u00e8ves sont regroup\u00e9s en \u00e9quipes d\u2019experts. Ils cherchent et lisent des articles sur internet pour trouver des informations sur la piste d\u2019enqu\u00eate qui leur est assign\u00e9e. Ils notent ces informations sur le sch\u00e9ma conceptuel sur le tableau de la classe et dans leur journal de bord. Incapable de cibler les diff\u00e9rents acteurs impliqu\u00e9s dans le projet d\u2019ol\u00e9oduc, l\u2019exercice a \u00e9t\u00e9 fait en grand groupe en utilisant un texte de TransCanada (2011) et un du collectif Coule pas chez nous (2013).\u00a0<\/span><\/p>\n \u00c0 l\u2019aide du logiciel Cartograf sur le site R\u00c9CITUS<\/a>, les \u00e9l\u00e8ves analysent le trajet de l\u2019ol\u00e9oduc sur une carte g\u00e9ographique en identifiant les milieux humains et naturels qu\u2019il traverse (Image 4<\/a>). La carte comprend des informations sur le trajet que les \u00e9l\u00e8ves pourront ajouter \u00e0 leurs notes. Ils peuvent \u00e9galement avoir des images satellites qui faciliteront grandement leur travail. Les \u00e9l\u00e8ves doivent \u00e9crire leurs observations sur le tableau comparatif dans leur journal de bord (Image 5<\/a>).<\/span><\/p>\n Comme derni\u00e8re \u00e9tape de l\u2019investigation, les \u00e9l\u00e8ves ont d\u00e9cid\u00e9 de faire une simulation d\u2019un d\u00e9versement de p\u00e9trole. Les \u00e9l\u00e8ves con\u00e7oivent des prototypes d\u2019ol\u00e9oduc traversant un sol sableux, argileux et terreux en utilisant des tuyaux transparents, des plats en plastique transparent et des pailles.<\/span><\/p>\n Une \u00e9quipe plus avanc\u00e9 s\u2019occupe de simuler un d\u00e9versement de p\u00e9trole dans une rivi\u00e8re en utilisant une glaci\u00e8re. Les \u00e9l\u00e8ves notent leur r\u00e9sultat dans le journal de bord et ils identifient le type de sol \u00e0 privil\u00e9gier pour limiter les cons\u00e9quences d\u2019un d\u00e9versement de p\u00e9trole<\/span>\u00a0(Image 6<\/a>).<\/span><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb custom_margin=\u00a0\u00bb10px|auto|10px|auto|true|false\u00a0\u00bb custom_padding=\u00a0\u00bb10px|10px|10px|10px|true|true\u00a0\u00bb border_width_all=\u00a0\u00bb3px\u00a0\u00bb border_color_all=\u00a0\u00bb#1C7CC0″ global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][et_pb_column type=\u00a0\u00bb4_4″ _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][et_pb_text ul_item_indent=\u00a0\u00bb45px\u00a0\u00bb admin_label=\u00a0\u00bbDescription\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb header_3_line_height=\u00a0\u00bb1.7em\u00a0\u00bb custom_margin=\u00a0\u00bb0px||||false|false\u00a0\u00bb custom_padding=\u00a0\u00bb0px|20px|0px|20px|false|true\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb]<\/p>\n Finalement, les \u00e9l\u00e8ves ont r\u00e9dig\u00e9 un texte d\u2019opinion et ils ont particip\u00e9 \u00e0 un d\u00e9bat. C\u2019est principalement durant cette phase qu\u2019est \u00e9valu\u00e9e l\u2019habilet\u00e9 des \u00e9l\u00e8ves \u00e0 mobiliser leur pens\u00e9e critique. Cette \u00e9valuation se fera en utilisant une grille d\u2019analyse portant sur les 5 dimensions de la pens\u00e9e critique\u00a0:<\/span><\/p>\n Il est important de sp\u00e9cifier que la QSSV a \u00e9t\u00e9 modifi\u00e9e \u00e0 ce stade-ci du projet. La QSSV leur semblait trop abstraites et ils avaient de la difficult\u00e9 \u00e0 y r\u00e9pondre. Elle a \u00e9t\u00e9 reformul\u00e9e ainsi\u00a0: \u00ab\u00a0Es-tu pour ou contre la construction d\u2019un ol\u00e9oduc traversant le quartier Sainte-Doroth\u00e9e?\u00a0\u00bb. En faisant de la QSSV un enjeu local, les \u00e9l\u00e8ves ont eu plus de facilit\u00e9 \u00e0 construire des arguments pour le d\u00e9bat et le texte d\u2019opinion (Sgard et al., 2017).<\/span><\/p>\n Pour le texte d\u2019opinion, les \u00e9l\u00e8ves ont fait l\u2019\u00e9valuation du trajet en se basant sur les donn\u00e9es recueillies \u00e0 chaque \u00e9tape du projet. Pour ce qui est du d\u00e9bat, les \u00e9l\u00e8ves ont form\u00e9 des \u00e9quipes de deux en fonction de leur position sur la QSSV. Pour chaque d\u00e9bat, deux \u00e9quipes au position oppos\u00e9e s\u2019affrontaient en respectant les r\u00e8gles d\u00e9cid\u00e9es en grand groupe. La majorit\u00e9 des \u00e9l\u00e8ves ont aim\u00e9 leur exp\u00e9rience et ils ont fait preuve d\u2019une belle \u00e9coute et d\u2019une surprenante ouverture d\u2019esprit.<\/span><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row admin_label=\u00a0\u00bbrow\u00a0\u00bb _builder_version=\u00a0\u00bb4.16″ background_size=\u00a0\u00bbinitial\u00a0\u00bb background_position=\u00a0\u00bbtop_left\u00a0\u00bb background_repeat=\u00a0\u00bbrepeat\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][et_pb_column type=\u00a0\u00bb4_4″ _builder_version=\u00a0\u00bb4.16″ custom_padding=\u00a0\u00bb|||\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb custom_padding__hover=\u00a0\u00bb|||\u00a0\u00bb][et_pb_text admin_label=\u00a0\u00bbDescription\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb custom_margin=\u00a0\u00bb-25px||||false|false\u00a0\u00bb custom_padding=\u00a0\u00bb||0px|||\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb]<\/p>\n L\u2019analyse des donn\u00e9es du projet a fait ressortir plusieurs constats en lien avec la pens\u00e9e critique. Tout d\u2019abord, les \u00e9l\u00e8ves utilisent presque exclusivement les informations qu\u2019ils ont trouv\u00e9es sur le web. Pourtant, ceux-ci ont bien r\u00e9ussi les activit\u00e9s sur l\u2019analyse du trajet et la simulation du d\u00e9versement. On constate que les \u00e9l\u00e8ves semblent accorder une importance accrue aux connaissances trouv\u00e9es sur internet plut\u00f4t qu\u2019\u00e0 celles construites en classe. Or, on constate \u00e9galement que la critique de sources d\u2019information, ainsi que la s\u00e9lection et l\u2019organisation des informations trouv\u00e9es repr\u00e9sentent un d\u00e9fi pour une majorit\u00e9 d\u2019\u00e9l\u00e8ves. Il serait important de leur offrir un enseignement explicite et un accompagnement appropri\u00e9 dans la r\u00e9alisation de ces t\u00e2ches en mod\u00e9lisant davantage l\u2019utilisation des outils de recherche sur le web. Un autre constat est la difficult\u00e9 pour les \u00e9l\u00e8ves \u00e0 diff\u00e9rencier leur opinion d\u2019un fait lors des d\u00e9bats. Toutefois, cette diff\u00e9renciation ne leur a pas \u00e9t\u00e9 enseign\u00e9e explicitement, ce qui peut expliquer ce r\u00e9sultat.\u00a0<\/span><\/p>\n Sur une note positive, six \u00e9l\u00e8ves ont r\u00e9ussi \u00e0 mobiliser quatre des cinq dimensions de la pens\u00e9e critique durant le projet. En consid\u00e9rant que les dimensions de la pens\u00e9e critique n\u2019ont jamais \u00e9t\u00e9 enseign\u00e9es explicitement aux \u00e9l\u00e8ves et que cette forme de pens\u00e9e s\u2019apprend et se d\u00e9veloppe dans le temps, il serait int\u00e9ressant de reproduire ce type de projet, ax\u00e9 sur l\u2019\u00e9tude d\u2019une QSSV, avec des \u00e9l\u00e8ves du primaire ayant re\u00e7u un enseignement explicite de la pens\u00e9e critique et l\u2019ayant exerc\u00e9 sur une plus longue p\u00e9riode pour \u00e9tudier le niveau de d\u00e9veloppement atteint par ceux-ci.<\/span><\/p>\n Pour conclure, la r\u00e9alisation de ce projet interdisciplinaire montre que les \u00e9l\u00e8ves ont besoin de temps et d\u2019accompagnement pour d\u00e9velopper leur pens\u00e9e critique et les dimensions qui la composent. Certains \u00e9l\u00e8ves de cette recherche ayant montr\u00e9 des manifestations encourageantes, une \u00e9tude portant sur des productions d\u2019\u00e9l\u00e8ves du primaire recevant un enseignement syst\u00e9matique de la pens\u00e9e critique permettrait de mieux cibler les situations d\u2019apprentissage et d\u2019enseignement qui en soutiennent le d\u00e9veloppement.<\/span><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":" D\u00e9velopper la pens\u00e9e critique des \u00e9l\u00e8ves du primaire par l\u2019enseignement des questions scientifiquement et socialement vives. Hans BoulayEnseignant au primaire depuis 5 ans, j\u2019ai obtenu mon baccalaur\u00e9at en \u00e9ducation pr\u00e9scolaire et en enseignement primaire et ma ma\u00eetrise \u00e0 l\u2019UQAC. Celle-ci porte sur le d\u00e9veloppement de la pens\u00e9e critique par l\u2019enseignement des sciences, de l\u2019histoire et […]<\/p>\n","protected":false},"author":14,"featured_media":6428,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":" [et_pb_section fb_built=\"1\" admin_label=\"Salon Article\" _builder_version=\"4.27.0\" da_disable_devices=\"off|off|off\" global_colors_info=\"{}\" da_is_popup=\"off\" da_exit_intent=\"off\" da_has_close=\"on\" da_alt_close=\"off\" da_dark_close=\"off\" da_not_modal=\"on\" da_is_singular=\"off\" da_with_loader=\"off\" da_has_shadow=\"on\"][et_pb_row column_structure=\"2_5,3_5\" admin_label=\"row\" _builder_version=\"4.27.4\" background_size=\"initial\" background_position=\"top_left\" background_repeat=\"repeat\" custom_padding=\"||0px||false|false\" global_colors_info=\"{}\"][et_pb_column type=\"2_5\" _builder_version=\"4.24.2\" _module_preset=\"default\" global_colors_info=\"{}\"][et_pb_text admin_label=\"title\/author\" _builder_version=\"4.27.4\" _module_preset=\"default\" header_line_height=\"1.4em\" min_height=\"22.8px\" global_colors_info=\"{}\"]<\/p> Hans Boulay<\/p> [\/et_pb_text][et_pb_text admin_label=\"Description\" _builder_version=\"4.27.4\" _module_preset=\"default\" custom_padding=\"||0px|||\" global_colors_info=\"{}\"]<\/p> I hold a bachelor's degree in preschool education and teaching at the elementary level, as well as a master's degree from the UQAC. I have also been an elementary school teacher for the past five years. My graduate research focused on the development of critical thinking skills through teaching science, history and geography using socially and scientifically significant issues.<\/span><\/i><\/p> [\/et_pb_text][\/et_pb_column][et_pb_column type=\"3_5\" _builder_version=\"4.24.2\" _module_preset=\"default\" global_colors_info=\"{}\"][et_pb_image src=\"https:\/\/ssencressc.ca\/wp-content\/uploads\/2025\/05\/listening-4784915_1280.jpg\" show_bottom_space=\"off\" _builder_version=\"4.27.4\" _module_preset=\"default\" hover_enabled=\"0\" global_colors_info=\"{}\" title_text=\"listening-4784915_1280\" sticky_enabled=\"0\" max_height=\"394px\"][\/et_pb_image][et_pb_text admin_label=\"Description\" _builder_version=\"4.27.4\" _module_preset=\"default\" header_6_line_height=\"1.4em\" custom_margin=\"||0px||false|false\" custom_padding=\"||5px||false|false\" global_colors_info=\"{}\"]<\/p> [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row admin_label=\"row\" _builder_version=\"4.16\" background_size=\"initial\" background_position=\"top_left\" background_repeat=\"repeat\" global_colors_info=\"{}\"][et_pb_column type=\"4_4\" _builder_version=\"4.16\" custom_padding=\"|||\" global_colors_info=\"{}\" custom_padding__hover=\"|||\"][et_pb_text admin_label=\"Description\" _builder_version=\"4.27.4\" _module_preset=\"default\" custom_margin=\"-25px||||false|false\" custom_padding=\"||0px|||\" global_colors_info=\"{}\"]<\/p> With oil and natural gas production having grown steadily in Canada and the United States since the early 20th century, the transportation of hydrocarbons has become a widely covered topic in national media. Conducted as part of a master\u2019s thesis (Boulay, 2023), the interdisciplinary project Des trajets renversants! was carried out with third-cycle elementary students at a school in Laval with the aim of developing their critical thinking skills by exploring this scientifically and socially significant issue (SSSI).<\/p> Since the transportation of hydrocarbons is a current and controversial topic from a political, social and scientific perspective, it can be categorized as a scientifically and socially significant issue (SSSI). This classification encourages both teacher and student to approach the issue with a critical mindset (Alpe & Barthes, 2013). SSSIs serve as the starting point for complex problem-based situations that require the development of interdisciplinary connections between natural sciences and social sciences (Legardez & Simonneaux, 2006). In order to address an SSSI, one must exercise critical judgment based on established criteria. Although such tasks are cognitively demanding, third-cycle elementary students are capable of completing them with the support of their teacher (Dion-Routhier, 2018).<\/p> To address a scientifically and socially significant issue, students must draw on previous knowledge from the scientific, technological and social realms. However, to acquire this knowledge, students must use distinct inquiry approaches in each discipline \u2013 namely, the scientific inquiry process (Cariou, 2015) and the geographic inquiry process (Duquette, 2016). Despite disciplinary differences, both approaches follow a similar model: identifying a problem, formulating a question or hypothesis, planning and conducting the inquiry and suggesting explanations or solutions. Therefore, students are expected to engage in an interdisciplinary inquiry process that integrates these four steps.<\/p> [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=\"3_5,2_5\" _builder_version=\"4.27.4\" _module_preset=\"default\" custom_margin=\"10px|auto|10px|auto|true|false\" hover_enabled=\"0\" global_colors_info=\"{}\" border_color_all=\"#962F93\" custom_padding=\"10px|10px|10px|10px|true|true\" sticky_enabled=\"0\"][et_pb_column type=\"3_5\" _builder_version=\"4.27.4\" _module_preset=\"default\" global_colors_info=\"{}\"][et_pb_text admin_label=\"Description\" _builder_version=\"4.27.4\" _module_preset=\"default\" custom_margin=\"0px||||false|false\" custom_padding=\"20px|20px|0px|20px|false|true\" hover_enabled=\"0\" global_colors_info=\"{}\" sticky_enabled=\"0\" header_3_line_height=\"1.7em\"]<\/p> The project began with the presentation of three videos illustrating the issues related to oil transportation. Next, to help students become familiar with the concepts of fossil energy and oil, they were asked to draw a diagram representing the four phases of oil production (<\/span>Image 1<\/span><\/a>). This knowledge could later be used to help them address the SSSI.<\/span><\/p> Before presenting the SSSI to the students, they were shown two news reports on oil transportation \u2013 one by pipeline and the other by ship. This was followed by a class discussion based on the two reports, which led to the following SSSI:<\/span> Based on this SSSI, students were then asked to create a concept map that included all the elements to consider in order to answer the question (<\/span>Image 2<\/span><\/a>).<\/span><\/p> Once the diagrams were completed, students were invited to come up to the board to write their responses on a sheet of paper. As a whole group, these responses were then sorted to highlight three lines of inquiry: environmental safety, human safety and economic impact. These three inquiry paths guided students while they gathered information.<\/span><\/p> [\/et_pb_text][\/et_pb_column][et_pb_column type=\"2_5\" _builder_version=\"4.27.4\" _module_preset=\"default\" hover_enabled=\"0\" global_colors_info=\"{}\" border_width_all=\"3px\" border_color_all=\"#1C7CC0\" sticky_enabled=\"0\" custom_padding=\"0px|5px|0px|5px|true|true\"][et_pb_image src=\"https:\/\/ssencressc.ca\/wp-content\/uploads\/2025\/05\/article-4-image-1.jpg\" _builder_version=\"4.27.4\" _module_preset=\"default\" hover_enabled=\"0\" sticky_enabled=\"0\" title_text=\"article 4 image 1\" custom_padding=\"||0px||false|false\" custom_margin=\"||0px||false|false\" max_height=\"401px\" align=\"center\"][\/et_pb_image][et_pb_text admin_label=\"Description\" _builder_version=\"4.27.4\" _module_preset=\"default\" header_6_line_height=\"1.4em\" custom_margin=\"||0px||false|false\" custom_padding=\"0px||0px||false|false\" hover_enabled=\"0\" global_colors_info=\"{}\" sticky_enabled=\"0\" header_6_font_size=\"10px\"]<\/p> [\/et_pb_text][et_pb_image src=\"https:\/\/ssencressc.ca\/wp-content\/uploads\/2025\/05\/article-4-image-2.png\" _builder_version=\"4.27.4\" _module_preset=\"default\" hover_enabled=\"0\" sticky_enabled=\"0\" title_text=\"article 4 image 2\" custom_padding=\"||0px||false|false\" custom_margin=\"||0px||false|false\" z_index=\"0\" max_height=\"236px\"][\/et_pb_image][et_pb_text admin_label=\"Description\" _builder_version=\"4.27.4\" _module_preset=\"default\" header_6_line_height=\"1.4em\" custom_margin=\"||0px||false|false\" custom_padding=\"0px||0px||false|false\" hover_enabled=\"0\" global_colors_info=\"{}\" sticky_enabled=\"0\" header_6_font_size=\"10px\"]<\/p> [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=\"1_4,3_4\" _builder_version=\"4.27.4\" _module_preset=\"default\" custom_margin=\"10px|auto|10px|auto|true|false\" hover_enabled=\"0\" global_colors_info=\"{%22gcid-75c52a06-e093-499d-84b1-4835cdf5042a%22:%91%22background_color%22%93}\" border_color_all=\"#1C7CC0\" custom_padding=\"10px|10px|10px|10px|false|true\" sticky_enabled=\"0\" background_color=\"gcid-75c52a06-e093-499d-84b1-4835cdf5042a\"][et_pb_column type=\"1_4\" _builder_version=\"4.27.4\" _module_preset=\"default\" hover_enabled=\"0\" global_colors_info=\"{}\" border_width_all=\"3px\" border_color_all=\"#962F93\" custom_padding=\"|5px||5px|false|true\" sticky_enabled=\"0\"][et_pb_image src=\"https:\/\/ssencressc.ca\/wp-content\/uploads\/2025\/05\/article-4-image-3.png\" _builder_version=\"4.27.4\" _module_preset=\"default\" hover_enabled=\"0\" sticky_enabled=\"0\" title_text=\"article 4 image 3\" custom_padding=\"||0px||false|false\" custom_margin=\"||0px||false|false\"][\/et_pb_image][et_pb_text admin_label=\"Description\" _builder_version=\"4.27.4\" _module_preset=\"default\" header_6_line_height=\"1.4em\" custom_margin=\"||0px||false|false\" custom_padding=\"0px||0px||false|false\" hover_enabled=\"0\" global_colors_info=\"{}\" sticky_enabled=\"0\" header_6_font_size=\"10px\"]<\/p> [\/et_pb_text][et_pb_image src=\"https:\/\/ssencressc.ca\/wp-content\/uploads\/2025\/05\/article-4-image-4.png\" _builder_version=\"4.27.4\" _module_preset=\"default\" hover_enabled=\"0\" sticky_enabled=\"0\" title_text=\"article 4 image 4\" custom_padding=\"||0px||false|false\" custom_margin=\"||0px||false|false\"][\/et_pb_image][et_pb_text admin_label=\"Description\" _builder_version=\"4.27.4\" _module_preset=\"default\" header_6_line_height=\"1.4em\" custom_margin=\"||0px||false|false\" custom_padding=\"0px||0px||false|false\" hover_enabled=\"0\" global_colors_info=\"{}\" sticky_enabled=\"0\" header_6_font_size=\"10px\"]<\/p> [\/et_pb_text][et_pb_image src=\"https:\/\/ssencressc.ca\/wp-content\/uploads\/2025\/05\/article-4-image-5.png\" _builder_version=\"4.27.4\" _module_preset=\"default\" hover_enabled=\"0\" sticky_enabled=\"0\" title_text=\"article 4 image 5\" custom_padding=\"||0px||false|false\" custom_margin=\"||0px||false|false\"][\/et_pb_image][et_pb_text admin_label=\"Description\" _builder_version=\"4.27.4\" _module_preset=\"default\" header_6_line_height=\"1.4em\" custom_margin=\"||0px||false|false\" custom_padding=\"0px||0px||false|false\" hover_enabled=\"0\" global_colors_info=\"{}\" sticky_enabled=\"0\" header_6_font_size=\"10px\"]<\/p> [\/et_pb_text][et_pb_image src=\"https:\/\/ssencressc.ca\/wp-content\/uploads\/2025\/05\/article-4-image-6.png\" _builder_version=\"4.27.4\" _module_preset=\"default\" hover_enabled=\"0\" sticky_enabled=\"0\" title_text=\"article 4 image 6\" custom_padding=\"||0px||false|false\" custom_margin=\"||0px||false|false\"][\/et_pb_image][et_pb_text admin_label=\"Description\" _builder_version=\"4.27.4\" _module_preset=\"default\" header_6_line_height=\"1.4em\" custom_margin=\"||0px||false|false\" custom_padding=\"0px||0px||false|false\" hover_enabled=\"0\" global_colors_info=\"{}\" sticky_enabled=\"0\" header_6_font_size=\"10px\"]<\/p> [\/et_pb_text][\/et_pb_column][et_pb_column type=\"3_4\" _builder_version=\"4.27.4\" _module_preset=\"default\" global_colors_info=\"{}\"][et_pb_text admin_label=\"Description\" _builder_version=\"4.27.4\" _module_preset=\"default\" custom_margin=\"0px||||false|false\" custom_padding=\"20px|10px|0px|10px|false|true\" hover_enabled=\"0\" global_colors_info=\"{}\" sticky_enabled=\"0\" header_3_line_height=\"1.7em\"]<\/p> After identifying the lines of inquiry, students were invited to formulate and justify a hypothesis related to the SSSI (<\/span>Image 3<\/span><\/a>).<\/span><\/p> As for planning the inquiry, the class identified three key steps: researching information for the three categories, analyzing the pipeline route using a map and simulating an oil spill to observe its consequences. The teacher prepared a logbook to help students record the information they gathered at each stage of the project.<\/span><\/p> After being taught the 5Ws and H strategy (Mottet, 2021), students were divided into expert teams. Each group searched for and read online articles to find information related to their assigned line of inquiry. They recorded the information on the classroom concept map and in their logbooks.<\/span><\/p> As students were unable to identify the various stakeholders involved in the pipeline project on their own, the class completed this part together using one text from TransCanada (2011) and another from the advocacy group <\/span>Coule pas chez nous<\/span><\/i> (2013).<\/span><\/p> Using the Cartograf software available on the <\/span>R\u00c9CITUS<\/span><\/a> website, students analyzed the pipeline route on a geographic map and identified the human and natural environments it crosses (<\/span>Image 4<\/span><\/a>). The map included information about the route that the students could add to their notes. They also had access to satellite images, which significantly facilitated their work. Students wrote their observations in a comparison chart in their logbooks (<\/span>Image 5<\/span><\/a>).<\/span><\/p>Introduction<\/h3>\n
Les questions scientifiquement et socialement vives<\/h3>\n
La d\u00e9marche d\u2019investigation interdisciplinaire <\/h3>\n
Phase de probl\u00e9matisation<\/h3>\n
Image 1 : Sch\u00e9ma repr\u00e9sentant les \u00e9tapes de la production du p\u00e9trole.<\/span><\/h6>\n
Image 2 : Sch\u00e9ma conceptuelle illustrant la QSSV et ses pistes d\u2019enqu\u00eates<\/h6>\n
Image 3 : Hypoth\u00e8se d\u2019un \u00e9l\u00e8ve en lien avec la QSSV.<\/h6>\n
Image 4 : Capture d\u2019\u00e9cran de la carte sur Cartograf.<\/h6>\n
Image 5 : Tableau comparatif en lien avec l\u2019analyse de la carte.<\/h6>\n
Image 6 : Exemple de prototype planifi\u00e9 par les \u00e9l\u00e8ves.<\/h6>\n
Phase de r\u00e9alisation<\/h3>\n
Phase de conceptualisation<\/h3>\n
\n
QSSV et d\u00e9veloppement de la pens\u00e9e critique<\/h3>\n
Conclusion<\/h3>\n
Developing critical thinking skills in elementary school students using socially and scientifically significant issues<\/h1>
Editor\u2019s Note: This article is translated from a French version. The linked images of student work are in French. <\/span><\/h6>
Introduction<\/h3>
Scientifically and socially significant issues (SSSIs)<\/h3>
The interdisciplinary inquiry process<\/h3>
Step 1: Introducing the problem<\/h3>
<\/span>\u201cWould building a pipeline between Montr\u00e9al and L\u00e9vis be a viable alternative to transporting oil by ship on the St. Lawrence River?\u201d<\/span><\/p>Image 1 : Sch\u00e9ma repr\u00e9sentant les \u00e9tapes de la production du p\u00e9trole.<\/span><\/h6>
Image 2 : Sch\u00e9ma conceptuelle illustrant la QSSV et ses pistes d\u2019enqu\u00eates<\/h6>
Image 3 : Hypoth\u00e8se d\u2019un \u00e9l\u00e8ve en lien avec la QSSV.<\/h6>
Image 4 : Capture d\u2019\u00e9cran de la carte sur Cartograf.<\/h6>
Image 5 : Tableau comparatif en lien avec l\u2019analyse de la carte.<\/h6>
Image 6 : Exemple de prototype planifi\u00e9 par les \u00e9l\u00e8ves.<\/h6>
Step 2: Inquiry<\/h3>