Impact de la situation-problème sur la pratique de l’enseignant en classe : Cas de la résonance d’intensité



In this article we examine the implementation of inquiry based science teaching in practical work on the concept of intensity resonance for fourth graders in Tunisia. Specifically, we consider the impact of a problem-solving situation on teacher’s practice in the class. First, we present the theoretical framework that is within the teaching of science and methodology that we have developed. We then present the preliminary outcomes of this research that we consider intermediate within an ongoing research project. Using inquiry based science teaching in its practice in class was found difficult by the teacher throughout the different moments of the teaching session. The problem-solving situation triggering a cause among others that can negatively influence the implementation of the inquiry process.


Inquiry based science teaching, activity theory, professional didactics, teaching practice, intensity resonance, didactic contract

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Educational Journal of the University of Patras UNESCO Chair, ISSN: 2241-9152

Department of Educational Sciences and Early Childhood Education University of Patras.

Pasithee: Open Access Electronic Publications, Library & Information CenterUniversity of Patras