Analysis of Activity in Didactics of Disciplines: Study of the Contents to be Taught in the Chemistry Course Based on the Experience of Secondary Education Teachers in the French-speaking part of Belgium (FWB).

From its formal introduction in 9th grade, the chemistry course is presented to teachers in the form of learning units. Each unit involves specific contents to be taught, including prerequisites, knowledge, skills, and attitudes. The objective of this doctoral research is to study the choices made by teachers when they need to select the contents to be taught, due to a restriction in class periods (resulting from a pandemic, prolonged absence, an overloaded curriculum, etc.). What contents are considered essential among the teaching staff? What reasons are given to justify their relative importance? Using activity analysis tools, this research project aims to identify the factors that determine the final form of the chemistry course proposed throughout the secondary education of students in the French-speaking part of Belgium (FWB).

From its formal introduction in 9th grade, the chemistry course is presented to teachers in the form of learning units. Each unit involves specific contents to be taught, including prerequisites, knowledge, skills, and attitudes. The objective of this doctoral research is to study the choices made by teachers when they need to select the contents to be taught, due to a restriction in class periods (resulting from a pandemic, prolonged absence, an overloaded curriculum, etc.). What contents are considered essential among the teaching staff? What reasons are given to justify their relative importance? Using activity analysis tools, this research project aims to identify the factors that determine the final form of the chemistry course proposed throughout the secondary education of students in the French-speaking part of Belgium (FWB).