Epistemological and didactic analysis of the experimental process in the physics sciences. The application of an hypothetico-deductive process in 4th class’s practical work.
Olfa SOUDANI-BANI

This work is keeping with research-action problematic, that tend to transpose and make use of the stemmed research didactic proposals in the teacher practice. Our choice of study deals essentially with practical works in physics which considered as preferential places to initiate pupils into scientific processes of “hypothetico-deductive” type, and to develop teachers’ epistemological reflections about these processes. Through questionnaires and sessions of observation in classic practical works, we have sought identifying the current teachers practice and their epistemological and didactic underlying ideas. We have equally elaborate and implemented in real conditions a problematical experimental teaching, susceptible to favor the learning of the scientific methods and to develop reflexive attitudes in the teacher and the pupil. The observation of the carrying out of this sequence has allowed us to analyze the teacher interpretation of the proposed situation, and the manner whose the former orients their decision-making (revisions, breach...), so as to infer their underlying ideas and to conclude as for the feasibility of such didactic proposals in the class daily practice.

Key-words : teacher, scientific process, practical work, conceptions, epistemology.