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This article concerns the
pupil’s involvement in their physics school work. This
question, which led Anglo-Saxon research to make a large number
of studies about attitudes towards science, is envisaged here
using relation to knowledge as a theoretical frame. A previous
work had allowed us to built five ideal-typical relations to
physics knowledge, characterized by the nature of the mobilisation
that we can associate with each of them. This study carries
on this work and had led to the identification of certain phenomena
and processes which affect these relations to knowledge. The
phenomena concern school context, ideas about physics, and professional
plan. It has also allowed to examine the articulation between
relations to physics knowledge and relations to academic knowledge. |
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