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Research situations for teaching : a modelling proposal and example

Scientific knowledge is built in the context of research, especially through solving open questions. This observation led us to study how didactic processes could exist and work around research situations. The training involved is concerned primarily with "transverse" knowledge, i.e. those which play a role in many scientific fields, such as experimentation, conjectural statements, argumentation, modeling, definitions, proofs, implications, structuring, decompositionrecomposition, induction. However, we observed that, one the one hand, learning this transverse knowledge is a constant objective which has been declared "essential" after several program reforms in secondary education in France, and that, on the other hand, there is an intrinsic difficulty to carry out these objectives in class.