Analyse didactique comparée des pratiques effectives d’enseignants de sciences physiques dans le cadre d’activités expérimentales de cours en classe de troisième

Abstract

This Memory instuted : ‘’ Analyse didactique compare des pratiques effectives d’enseignants de sciences physiques dans le cadre d’activités expérimentales de cours en classe de troisième’’. It comes from the desire of understanding a recurrent problem, of lost of a didactic part way from the teacher of science in their practices. They made remark that, the teaching of science was poorly done, and in other words, the teaching of science is different from professional experience. A deep study is necessary to understand the problem. Our problematic was: how is the teaching of young teacher differing, from that of an experience teacher? To answer the above questions, we analyse the ordinary teaching practices of two teachers in physics (an experience teacher and young teacher). In the observation, we study the teacher’s practices from didactic consideration, qualitative method, and retro-action. The séances concerns our didactic analysis taken from other experimental activities on the concept of force, mass and gravity. The notion of relation to teach, service to us, like theoretical tools, to understand ordinary practical exercises from, the e definition of two rode of compared: compare to professionally experience rode of the two teachers, compare to the others two rode of analysis which was structure – knowledge advancement and epistemology of the teacher . The result obtained shows that, the action constitute an essential fact for the professional development. The relation to teach differs with teaching; lastly, professional experience plays a crucial role in the area of practical teaching. By experience, we mean knowledge experience. The absence of experience resources, constitute an obstacle of anticipation and contextualisation of didactic and the problematic of initial training.