Déséquilibre entre contrat et milieu didactiques. Cas de l’enseignement des signaux mécaniques en classe terminale

Abstract

The purpose of this article is to understand the reasons for the inertia of the traditional didactic contract that produces, in secondary school, a teaching of physics sciences based on a qualified inductive approach seeking especially the restitution by students with factual knowledge. The analysis of a physics lesson in scientific graduating class about the propagation of a mechanical signal mobilizes tools of the theory of joint action in didactics. It appears, thereby, that the lesson progresses through a series of effects of contract that oblige the teacher to reveal to the pupils the knowledge which she wished to be apprehended by themselves.