Les représentations sociales des élèves de cycle 3 sur les objets des hommes et des femmes de Cro-Magnon

Abstract

This interdisciplinary work sets out the theory of didactic transposition and the intermediate model of the appropriation of history. The analysis concerns an analysis of elementary school students’ representations of the objects of Cro-Magnon men and women with regard to the historical social knowledge and the knowledge to be taught. We observe that the pupils’ knowledge of common sense is more socially represented than socially built. The distance between the scientific knowledge and the knowledge to be taught is such that it is possible to speak about an epistemological breakthrough.