Digital document and writing expository texts at the end of primary school
This study considers the conditions historical knowledge acquisition through the completion of a final assessment test (composing a text) by 5th grade students, when the lesson is based on a digital document. Two different scenarios were implemented: in one case, teachers freely used the medium. In the other case, they followed a protocol developed with the researchers. The cognitive activities of students were different for each scenario: search for specific information versus synthesis and organization of information on an issue. However, while the students demonstrated the ability to reproduce on their own what they learned during the session, in neither case does their work reflect the use of historical reasoning.