La 'démarche d'investigation' dans les collèges français - Élaboration d'un dispositif de formation et étude de l'appropriation de cette nouvelle méthode d'enseignement par les enseignants

摘要

This thesis deals with the appropriation by teachers of the “démarche d'investigation”, an inquiry approach defined in 2005 French low secondary school curricula. A preliminary study in two steps (chapter 1) allowed to bring out some training objectives. An epistemological analysis showed that this method conveyed a restricted vision of scientific activity: the problems pupils are set must favour the passing of cognitive obstacles and be solved by hypothetico-deduction at the same time. The analysis of teaching plans for inquiry-based classes revealed that the authors (low secondary school teachers) proposed more varied problems and methods than the curricula. We also noted some confusions in the use of two key notions of the “démarche d'investigation”: pupils' conceptions and hypothesis. The training we set up was built on these basic notions. We sought to know not only how teachers appropriated it, but also how they justified the adaptations they brought to the official instructions (chapter 2). Some questionnaires and some audio recordings of a working session in small groups of teachers, dedicated to the elaboration of an inquiry-based class, showed a better mastery of the aimed notions at the end of the training. We also analysed the strategies set by the teachers in order to reconcile the requirements of the curricula with the institutional and material constraints they are imposed.