L'enseignement des Sciences Physiques en série Arts Appliqués. Etude curriculaire et analyse de rapports aux savoirs d'enseignants d'Arts Appliqués et de Sciences Physiques. Contribution à l'étude de la construction des identités professionnelles.

摘要

modern Design in a practical way. How is this passed on in the Applied Arts studies which result in design professions? This thesis questions the relation between scientific knowledge taught at school with a specific focus on the baccalauréat Sciences et Technologies Industrielles which specialism is Applied Arts. Besides, a survey of the teachers will pose the question of their professional identity andof their contextual aspect. Therefore, the research suggests an approach of these identities through the relation of the teachers to the academic knowledge, that is to say to the scientific knowledge. Althoughthe Applied Arts studies hold a notion of interrelation, the study of the curriculum points out how scientific knowledge and the relation to the teaching of this scientific knowledge remain an academic discipline in itself. This raises the question of the position of an academic discipline in a curriculum and how this curriculum implies a varied relation of both the teachers and the students to the subject.Besides, the teachers' professional identities are part and parcel of their daily tasks which relate to the teachers' own reference in the sense that they interact with their teaching practice. The teacher is defined in a precise context and the question of their knowledge and of that conveyed by the curriculum then emerges. What erases the aspect of a specific discipline is understanding the differences between the professional identities of the teachers through the dimension of the identity and its relation to knowledge. We have studied the question through two corpuses of teachers, Physics teachers and Applied Arts teachers.