L’autonomie des élèves dans l’apprentissage de la physique-chimie selon les enseignants.
Abstract
This paper presents the results of a survey conducted among middle school physics and chemistry teachers about their vision of student autonomy and the means to implement and develop it in class. To this end, we carry out a set of semi-directive interviews in order to analyse the words of the teachers surveyed in the light of the scientific literature on the notion of autonomy by highlighting elements of genericity and specificity of physics and chemistry.