ANALYZING CLASS PRACTICES: A PRETEXT FOR STUDYING THE DIFFICULTIES OF THE VERIFICATION OF OHM'S LAW IN FOURTH FORM

Abstract

This research describes and analyses real teaching practices of two experienced physics teachers during an ordinary class session of verification of Ohm's law in two Beninese secondary schools, one of them is located in a rural area, the second one in an urban zone. The data we collected are composed of extracts of the curricula of 4 th form in physics, activities blank given to the students, the verbatim of the interactions between teacher and students and post session talks with the teachers. Our analysis are based on the Anthropological Theory of learning situations (Chevallard, 1992, 1999, 2005, 2007) and the concept of didactic organization. The results show, on one hand, that teachers have some difficulties to teach Ohm law in respect of the institutional prescriptions. On an other hand, our analysis point out two teachers with divergent epistemological and professional postures.