Abstract
This article proposes a study of the conception of progress achieved in the classroom in relation to recent achievements in environmental history and, more particularly, the history of the Anthropocene. After a brief presentation of a chronology that enable students to learn more concrete notions of this geological era, the results of several teaching-learning sequences, five years apart, are analysed in this article. These results show an evolution in the conception of the importance of human beings in environmental changes and, more particularly, due to the various climate strikes that have taken place in recent years.
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