Abstract
In the absence of a progression model for the cognitive dimensions of historical thinking (HT), our team conducted quantitative research with 918 Quebec students at the end of the various school cycles in which history is taught (grade 4, grade 6, secondary 2 and secondary 4). The aim of the project was to identify differences between groups of students in order to lay the foundations for a progression model. This article will take up the six second-order concepts proposed by Seixas to illustrate how these are deployed by students at different points in their schooling, and how this same information informs teaching practices.
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