Teaching practices and problematization of blood circulation via the history of science ; Pratiques enseignantes et problématisation de la circulation sanguine via l'histoire des sciences

Articulating the framework of problematization and didactic reconstruction, the subject of this research is the teacher's accompaniment of the problematization of cycle 4 students (12-13 years) on the blood circulation via historical materials. The didactic investigation allow us to identify the difficulties posed by this teaching as well as the obstacles identified in the students during the learning of blood circulation. The historical investigation aims at understanding the different models of the movements of the heart and blood that have followed one another over time. In particular, it analyzes the problems worked on by scholars, the obstacles encountered in understanding blood circulation, and the main controversies. The presence of a similar epistemological obstacle among students and scholars, irrigation, led to the design of didactic tools for the classroom based on historical materials. They are based on the controversy between opponents and supporters of William Harvey's 17th century discovery of blood circulation. Teacher resources have also been designed to provide epistemological and didactic reference material related to the bloodstream. The three case studies conducted in cycle 4 show that teacher support is essential for the development of a problematization by the students. A few conditions of possibility of this support are characterized. The first is the provision by the teacher of problematization inducers for the students. Whether they are planned beforehand or identified during language exchanges, they must respond to the pupils' questions and debates and lead them to identify constraints and needs. But the transformation of these potential inducers into levers for problematization in the classroom depends on a set of problematization determinants developed by the teacher. Didactic and epistemological determinants are particularly important for exploring the field of possibilities, identifying the different explanatory models of the students and the underlying obstacles. Tools such as ...