Examen des possibles relations entre la transversalité des pratiques critiques et la transversalité des rapports aux savoirs d’adolescents du secondaire

Résumé

This article examines, from the issue of transversality, the possible links between high school students' relationships to knowledge (nature of knowledge; act of knowing) and their critical practices in the classroom. The results indicate that the epistemological beliefs of students, and their critical practices, vary according to the concepts, domains and issues. The results also indicate that critical practices of the students are not independent from the didactical contracts, which are partly related to epistemological beliefs.

Key words: critical thinking; epistemological beliefs; transversality; high school