etude de la transposition didactique appliquée au curriculum libanais (1997) en électricité élémentaire
This thesis examines the mechanisms of didactic transposition in elementary electricity within the framework of the 1997 Lebanese curriculum, by analyzing its internal components—the hydroelectric analogy and cognitive ergonomics—as well as its external components represented by school textbooks. The study is based on three complementary dimensions—epistemological, cognitive, and didactic—in order to explain the persistence of learners’ difficulties and to assess the quality, structure, and classroom implementation of the content. The adopted methodology follows a mixed-methods approach combining qualitative analyses and quantitative investigations. The first axis focuses on the use of the hydroelectric analogy as a conceptualization tool. An experimental design including a pre-test, a teaching sequence supported by analogical videos, and a post-test was implemented to evaluate the evolution of students’ understanding of current, voltage, and resistance. The results show that guided analogy contributes to clarifying several abstract concepts, while presenting certain limitations depending on the notions addressed. The second axis concerns the analysis of school textbooks. Two Lebanese textbooks were examined using a detailed analytical grid, enriched by the opinions of four expert teachers gathered through grids and semi-structured interviews. A survey conducted with 106 high-school teachers helped identify the didactic difficulties encountered in actual teaching practice. The third axis draws on cognitive ergonomics and is based on a comparative experimental study conducted with 250 students in the first cycle of secondary education. Two teaching modalities were evaluated: traditional lecture-based instruction and an ergonomic approach integrating video supports. Pre-tests and post-tests reveal a significant improvement in the scores of learners who benefited from the ergonomic approach, confirming its effectiveness in improving understanding of electrical circuits. In conclusion, this research highlights the need for a curricular revision that integrates epistemological requirements, didactic coherence, and principles of cognitive ergonomics in order to optimize the teaching of elementary electricity in Lebanon. (Author's abstract)