A. Lederman-n, Improving science teachers' conceptions of nature of science: a critical review of the litterature, International Journal of Science Education, vol.22, issue.7, pp.665-701, 2000.

T. G. Champagnon-b and . Tribollet-b, « Les erreurs en électrocinétique : identification et analyse ». Bulletin de l'Union des Physiciens, n° 730, pp.145-158, 1991.

A. Venturini-p, « Le milieu didactique : d'une étude empirique en contexte difficile à une réflexion sur le concept », Education et Didactique, vol.3, issue.1, pp.7-43, 2009.

A. , L. A. Granger, and E. M. , Is inquiry possible in light of accountability?: A quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction, Science Education, vol.94, issue.4, pp.577-616, 2010.

B. B. Moore-s, Enhancing teachers' application of inquiry-based strategies using a constructivist sociocultural professional development model, International Journal of Science Education, vol.33, issue.7, pp.889-913, 2011.

G. Brousseau, Glossaire de quelques concepts de la théorie des situations didactiques en mathématiques. Disponible sur Internet à l'adresse sur http, 2003.

C. and C. A. Malhotra-b, Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks, Science Education, vol.86, pp.2175-218, 2002.

C. M. Laduron-i, « Note de synthèse : Fonction, structuration et évolution des croyances (et connaissances) des enseignants, pp.85-129, 2010.

D. , M. Coquidé, and M. N. Magneron, Statut de l'investigation dans des standards de l'enseignement scientifique : cas des USA, Calmettes, B. (dir.). Didactique des sciences et démarches d'investigation, 2012.

G. R. Duschl-r, Reconsidering the Character and Role of Inquiry in School Science: Analysis of a Conference, Science & Education, vol.16, issue.2, pp.141-166, 2007.

H. A. Stubbs-h, Empowering science teachers: a model for professional development, Journal of Science Teacher Education, issue.8 3, pp.167-182, 1997.

K. J. Blumenfeld-p, R. W. Marx, . M. Bass-k, . Fredericks-j, and . Soloway-e, Inquiry in project-based science classrooms: Initial attempts by middle school students, Journal of the Learning Sciences, vol.7, issue.34, pp.313-350, 1998.

L. S. and R. L. Veyrunes-p, sous-presse). « Vidéo et analyse in situ des situations d'enseignement et de formation dans le programme du cours d'action

L. M. Davis-e and P. Bell, Internet environments for science education, 2004.

M. Fischer-f, Computer-Supported Collaborative Inquiry Learning and Classroom Scripts: Effects on Help-Seeking Processes and Learning Outcomes, Learning and Instruction, vol.21, issue.2, pp.257-266, 2011.

M. De-l-'education and . Nationale, « Programmes de l'enseignement des mathématiques, des SVT, de physique-chimie du collège », Bulletin officiel spécial, vol.6, 2007.

M. Mathématiques, S. Svt, T. Lyon, O. De-cooperation, . De et al., « Démarches d'investigation dans l'enseignement secondaire : représentations des enseignants de Encouraging student interest in science and technology studies: global science forum, 2008.

P. L. Venturini-p, « Qu'attendre de la démarche d'investigation en matière de transmission savoirs épistémologiques ? » In B. Calmettes (dir.), Démarches d'investigation. Références, représentations, pratiques et formation, L'Harmattan, 2012.

P. Rivero, G. A. Martin-del, and P. R. , « Les obstacles à la formation professionnelle des professeurs en rapport avec leurs idées sur la science, l'enseignement et l'apprentissage, Aster, n° 26, pp.207-235, 1998.

R. N. Yang-m, Open-ended problem solving in school chemistry: a preliminary investigation, International Journal of Science Education, vol.24, issue.2, pp.1313-1332, 2002.

R. G. Luft-j, Constraints experienced by beginning secondary science teachers in implementing scientific inquiry lessons, International Journal of Science Education, vol.26, pp.1-3, 2004.

S. V. Grooms-j and . P. Walker-j, Argument-Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study, Science Education, vol.95, issue.2, pp.217-257, 2011.

S. , S. G. Lederman-n, and C. B. , Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry, Science Education, vol.88, issue.4, pp.610-645, 2004.

S. T. White-b and . R. Frederiksen-j, Student goal orientation in learning inquiry skills with modifiable software advisors, Science Education, vol.86, pp.244-263, 2002.

T. A. and V. J. Gaidoz-p, « Design based research. Case of teaching sequence on mechanics, International Journal of Science Education, vol.31, issue.17, pp.2275-2314, 2009.

T. A. Malkoun-l and . Seck-m, Analyse des pratiques de classes de physique : aspects théoriques et méthodologiques. Dossier des Sciences de l'Education, n° 19, pp.61-79, 2008.

V. , L. Tiberghien, and A. , Sous-presse) Instrumentation de la recherche en Education. Le cas du développement d'une base de vidéos de situation d'enseignement et d'apprentissage ViSA, Maison des Sciences de l'Homme

V. P. Tiberghien-a, Potential Learning Outcomes Inferred from French Curricula in Science Education, Making It Tangible -Learning Outcomes in Science Education, pp.475-509, 2012.

V. P. Amade-escot, Analysis of conditions leading to a productive disciplinary engagement during a physics lesson in a deprived area school

P. Forman and . Venturini, Ford (Eds) Challenging the Principles for Fostering Productive Disciplinary Engagement in Science Education, International Journal of Educational Research

W. K. Zeidler-d, Promoting Discourse about Socioscientific Issues through Scaffolded Inquiry, International journal of science education, vol.29, issue.11, pp.1387-1410, 2007.

W. R. Swain-j and R. C. Mc, Students' discussions in practical scientific inquiries, International Journal of Science Education, vol.26, issue.1, pp.25-45, 2004.

W. H. Krajcik-j, Inscriptional Practices in Two Inquiry-Based Classrooms: A Case Study of Seventh Graders' Use of Data Tables and Graphs, Journal of Research in Science Teaching, vol.43, pp.1-63, 2006.