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This article examines the processes at work when students exercise their critical skills to read documents in history class, in line with the expectations of the school institution. Two sessions conducted in two fifth-grade classes are analysed using the concepts of the Joint Action Theory in Didac...
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| Auteurs principaux: | , |
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| 格式: | Article ou chapitre numérique |
| 語言: | Français |
| 出版: |
2025
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| 在線閱讀: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |