Analyse des prescriptions institutionnelles relatives à l’enseignement du concept de matière à l’école élémentaire française

Abstract

This article reports on an analysis of the science curricula currently proposed in French elementary schools. The analysis aims to better understand the orientations given by these programs to primary school teachers regarding the concept of matter. A lexical analysis coupled with an analysis of the content of the curricula allows us to characterise the institutional intentions with regard to the concept of matter. We uncover some ambiguities that may contribute to the difficulties encountered by school teachers when preparing and implementing inquiry-based science teaching sessions.

Keywords

• ibse
• primary school
• intentio
• institutional science education project