Analyse didactique de l’enseignement de l’incertitude de mesure à l’université

Abstract

Within the framework of Anthropological Theory of Didactics (TAD), the concept of praxeology provides a framework for analysing teaching practices in the classroom and allows us to explain the logic underlying these practices. This article analyses the effect of professional training in metrology on the development of teaching practices in chemistry. The study is based on a comparison of the praxeologies used in two distinct contexts for the implementation of the same subject matter: on the one hand, those of the trainer within a training firm, considered as reference praxeologies for teaching metrology, in this case measurement uncertainty. On the other hand, those implemented by a university lecturer in practical chemistry classes, after having followed this training. The aim is to identify the differences and similarities in terms of the tasks proposed, the techniques used and the justifications provided, in order to better understand how training influences actual classroom practices. The analysis is based on teaching materials, video recordings of training sessions and practical work, and an interview. This work thus aims to shed light on certain aspects of professional development in the light of professional didactics, through the transformations observed in teaching praxeologies.