L. Allal, Pedagogy, didactics and the co-regulation of learning: a perspective from the French-language world of educational research, Research Papers in Education, vol.46, issue.3, pp.329-336, 2011.
DOI : 10.1080/00461520903213584

J. Agabra, Energie et mouvement. Repr??sentations ?? partir de l'??tude de jouets mobiles, Aster, vol.1, issue.1, pp.95-113, 1985.
DOI : 10.4267/2042/9206

R. Amigues, C. Azoulay, and A. Loigerot, Le mémoire professionnel des professeurs des écoles, ou comment instrumenter l'action ? Recherche & Formation, pp.75-861760, 2002.
DOI : 10.3406/refor.2002.1760
URL : http://www.persee.fr/docAsPDF/refor_0988-1824_2002_num_40_1_1760.pdf

C. W. Anderson, T. H. Sheldon, and J. Dubay, The effects of instruction on college nonmajors' conceptions of respiration and photosynthesis, Journal of Research in Science Teaching, vol.16, issue.8, pp.761-776, 1990.
DOI : 10.1080/00219266.1982.9654420

C. R. Ault, J. D. Novak, and D. B. Gowin, Constructing Vee maps for clinical interviews on energy concepts, Science Education, vol.69, issue.4, pp.515-545, 1988.
DOI : 10.1017/CBO9781139173469

M. Batchold and V. Munier, Enseigner le concept d'énergie en physique et éduquer à l'énergie : rupture ou continuité ? Actes des « Huitièmes journées scientifiques de l'ARDIST », pp.21-29, 2014.

M. Bächtold, V. Munier, M. Guedj, A. Lerouge, and A. Ranquet, What progression for the teaching of energy from primary to secondary school? An analysis of the official instructions and textbooks, RDST. Recherches en didactique des sciences et des technologies, pp.63-91, 2014.
DOI : 10.4000/rdst.932

P. Ballini, G. Robardet, and J. M. Rolando, L'intuition, obstacle à l'acquisition de concepts scientifiques: Propositions pour l, pp.81-112, 1997.

J. Barak, B. Sheva, M. Gorodetsky, and B. Gurion, As ???process??? as it can get: students' understanding of biological processes, International Journal of Science Education, vol.10, issue.12, pp.1281-1292, 1999.
DOI : 10.1080/07370008.1985.9649011

D. Bart, Évaluer des « effets » d'enseignements/apprentissages : quelques apports des recherches en didactique Présenté à L'évaluation à la lumière des contextes et des disciplines, pp.317-321, 2015.

G. Bedny and . W. Karwowski, A systemic-structural theory of activity applications to human performance and work design, 2007.

U. Besson and A. D. Ambrosis, Teaching Energy Concepts by Working on Themes of Cultural and Environmental Value, Science & Education, vol.18, issue.5, pp.1309-1338, 2014.
DOI : 10.1088/0031-9120/18/5/307

F. Bevilacqua, Energy: Learning from the Past, Science & Education, vol.10, issue.20, pp.1231-1243, 2014.
DOI : 10.1007/978-1-4020-4000-9

S. Bissonnette, M. Richard, and C. Gauthier, Interventions p??dagogiques efficaces et r??ussite scolaire des ??l??ves provenant de milieux d??favoris??s, Revue fran??aise de p??dagogie, vol.150, issue.1, pp.87-1413229, 2005.
DOI : 10.3406/rfp.2005.3229
URL : http://www.persee.fr/docAsPDF/rfp_0556-7807_2005_num_150_1_3229.pdf

J. Bliss and J. Ogborn, Force and motion from the beginning. Learning and Instruction, pp.7-250959, 1994.

A. Bodzin, Investigating Urban Eighth-Grade Students??? Knowledge of Energy Resources, International Journal of Science Education, vol.53, issue.3, pp.1255-1275, 2012.
DOI : 10.1002/sce.3730670203

A. M. Bodzin, Q. Fu, T. E. Peffer, and V. Kulo, Developing Energy Literacy in US Middle-Level Students Using the Geospatial Curriculum Approach, International Journal of Science Education, vol.53, issue.3, pp.1561-1589, 2013.
DOI : 10.1111/j.1949-8594.1988.tb11837.x

B. Bouldoires and R. Lefevre, Les élèves de lycée et la notion d'énergie. Tréma, pp.49-67, 1993.

A. Boyer and D. Givry, Quel est l'impact d'un moment de formulation d'hypothèses sur l'investigation menée par des élèves français (grade 7, 12 ans) durant un enseignement sur la flottabilité ?, Review of Science, Mathematics and ICT Education, vol.11, issue.1, pp.19-54, 2016.

A. Boyer and D. Givry, Quelles conditions influencent la réalisation de chaînes énergétiques par des élèves de cycle 3 (grade 4 et 5) ? Consulté à l'adresse http, Educational Journal of the University of Patras UNESCO Chair, vol.0, issue.0, p.2746, 2016.

A. Boyer and D. Givry, à paraître) Développement d'un modèle de chaîne énergétique pour aider les élèves à adopter une vision globale de l'énergie dès l'école primaire, Review of Science

A. Boyer, D. Givry, C. Jegou, C. Derradj, A. Delserieys-pedregosa et al., Rôle de l'enseignant dans deux séquences d'enseignement fondées sur l'investigation: la flottabilité en classe de cinquième, Educational Journal of the University of Patras UNESCO Chair, vol.1, issue.2, pp.96-111, 2014.

C. Boylan, Exploring Elementary Students' Understanding of Energy and Climate Change, International Electronic Journal of Elementary Education, vol.1, issue.1, pp.1-15, 2008.

P. Bressoux, les recherches sur les effets-écoles et les effets-maîtres. Revue française de pédagogie, pp.91-137, 1994.

P. Bressoux, 13. L'influence des pratiques enseignantes sur les acquisitions scolaires des élèves. Regards croisés sur l'économie, pp.208-217, 2012.

M. Bru, M. Altet, and C. Blanchard-laville, ?? la recherche des processus caract??ristiques des pratiques enseignantes dans leurs rapports aux apprentissages, Revue fran??aise de p??dagogie, vol.148, issue.1, pp.75-87, 2004.
DOI : 10.3406/rfp.2004.3251
URL : http://www.persee.fr/docAsPDF/rfp_0556-7807_2004_num_148_1_3251.pdf

C. Bruguière, A. Sivade, and D. Cros, Quelle terminologie adopter pour articuler enseignement disciplinaire et enseignement thématique de l'énergie, en classe de première de série scientifique ? Didaskalia, pp.67-100, 2002.

C. Bruguière, A. Sivade, and D. Cros, Les représentations spatiales des concepts associés à l 'énergie comme outil de formation des enseignants: Application à l'analyse du nouveau programme de physique des classes de première de série scientifique, Didaskalia, vol.5, pp.105-118, 1994.

K. H. Bui-thi, Une étude didactique de la vie de l'Energie dans l'enseignement de la Physique, en France et au Vietnam Des décalages entre savoirs à enseigner au Lycée et savoirs de la formation universitaire peuvent-ils être source de difficultés pour les enseignants ?, 2005.

M. Bunge, Energy: Between Physics and Metaphysics, Science and Education, vol.9, issue.5, pp.459-4631008784424048, 2000.
DOI : 10.1023/A:1008784424048

A. Cambien, Une introduction à l'approche systémique: appréhender la complexité, 2008.

V. Carette, Die Charakteristika der effizienten Lehrer in Frage, Revue fran??aise de p??dagogie, vol.162, issue.162, pp.81-93, 2008.
DOI : 10.7202/000289ar

B. Carlsson, Ecological understanding 2: Transformation - a key to ecological understanding, International Journal of Science Education, vol.70, issue.7, pp.701-715, 2002.
DOI : 10.1037/0022-0663.82.3.555

V. M. Chabalengula, M. Sanders, and F. Mumba, DIAGNOSING STUDENTS??? UNDERSTANDING OF ENERGY AND ITS RELATED CONCEPTS IN BIOLOGICAL CONTEXT, International Journal of Science and Mathematics Education, vol.18, issue.5, pp.241-266, 2011.
DOI : 10.1088/0031-9120/18/5/307

M. Chatoney, F. Gunther, and F. Saïd, Les outils de l'analyse fonctionnelle dans les pratiques enseignantes en technologie, Review of Science, Mathematics and ICT Education, vol.10, issue.1, pp.23-38, 2016.

L. L. Chen, S. H. Huang, and S. Y. Liu, Devising a framework for energy education in Taiwan using the analytic hierarchy process, Energy Policy, vol.55, pp.396-403, 2013.
DOI : 10.1016/j.enpol.2012.12.025

I. P. Cheong, M. Johari, H. Said, and D. F. Treagust, What Do You Know about Alternative Energy? Development and Use of a Diagnostic Instrument for Upper Secondary School Science, International Journal of Science Education, vol.39, issue.5, pp.210-236, 2015.
DOI : 10.1080/09500690210126739

J. Clanet, L'efficacité enseignante, quelle modélisation pour servir cette ambition ? Questions Vives, Recherches en éducation, vol.6, issue.18, pp.15-37, 2012.
DOI : 10.4000/questionsvives.1121
URL : http://journals.openedition.org/questionsvives/pdf/1121

Y. Clot, Clinique du travail et clinique de l'activité.Nouvelle revue de psychosociologie, pp.165-177, 2006.
DOI : 10.3917/nrp.001.0165

R. L. Coelho, On the Concept of Energy, Review of Science, Mathematics and ICT Education, vol.6, issue.1, pp.7-19, 2012.
DOI : 10.1007/978-94-6091-349-5_6

R. L. Coelho, On the Concept of Energy: Eclecticism and Rationality, Science & Education, vol.18, issue.3, pp.1361-1380, 2014.
DOI : 10.1088/0031-9120/18/5/307

J. S. Coleman, EQUALITY OF EDUCATIONAL OPPORTUNITY, Equity & Excellence in Education, vol.6, issue.5, 1966.
DOI : 10.1080/0020486680060504

D. Colonnese, P. Heron, M. Michelini, L. Santi, and A. Stefanel, A vertical pathway for teaching and learning the concept of energy, Review of Science, Mathematics and ICT Education, vol.6, issue.1, pp.21-50, 2012.

B. P. Creemers and L. Kyriakides, The Dynamics of Educational Effectiveness: A Contribution to Policy, Practice and Theory in Contemporary Schools, 2007.

M. R. Culley, A. D. Carton, S. R. Weaver, E. Ogley-oliver, and J. C. Street, Sun, Wind, Rock and Metal: Attitudes toward Renewable and Non-renewable Energy Sources in the Context of Climate Change and Current Energy Debates, Current Psychology, vol.35, issue.4, pp.215-233, 2011.
DOI : 10.1080/002075900399457

P. Cusset, Que disent les recherches sur l'"effet enseignant" ? Note d'analyse, pp.1-12, 2011.

E. Darot, Enseignement de l'??nergie. Une recherche pluridisciplinaire de l'INRP, Aster, vol.2, issue.2, pp.105-132, 1986.
DOI : 10.4267/2042/9196

F. Darses, J. M. Hoc, and C. Chauvin, Cadres théoriques et méthodes de production de connaissances en psychologie ergonomique, Psychologie ergonomique: tendances actuelles, pp.221-251, 2004.

J. De-rosnay, Le Macroscope : vers une vision globale, 1975.

J. C. Debeir, J. P. Deléage, and D. Hémery, Une histoire de l'énergie. Les servitudes de la puissance, 2013.

C. Derradj and D. Givry, Comparaison entre deux approches d'enseignement par investigation sur le thème de la flottabilité en collège : la problématisation favorisée dans l'approche hypothético-déductive, Educational Journal of the University of Patras UNESCO Chair, vol.0, issue.0, p.2202, 2014.

B. Dessus, Déchiffrer l'énergie, 2014.

R. Devi, A. Tiberghien, M. Baker, and P. Brna, Modelling students' construction of energy models in physics, Instructional Science, vol.1, issue.4, pp.259-293, 1996.
DOI : 10.3758/BF03203563

J. Dewaters, B. Qaqish, M. Graham, and S. Powers, Designing an Energy Literacy Questionnaire for Middle and High School Youth, The Journal of Environmental Education, vol.99, issue.3, pp.56-78, 2013.
DOI : 10.1016/j.enpol.2008.04.021

R. A. Dias, C. R. Mattos, and J. A. Balestieri, Energy education: breaking up the rational energy use barriers, Energy Policy, vol.32, issue.11, pp.1339-1347, 2004.
DOI : 10.1016/S0301-4215(03)00100-9

. A. Diemer, L'éducation systémique,une réponse aux défis posés par le développement durable. Éducation relative à l'environnement, pp.247-264, 2013.

J. L. Doménech, D. Gil-pérez, A. Gras-martí, J. Guisasola, J. Martínez-torregrosa et al., Teaching of Energy Issues: A Debate Proposal for a Global Reorientation, Science & Education, vol.11, issue.3, pp.43-64, 2007.
DOI : 10.1080/0140528820040308

G. Donnadieu, D. Durand, D. Neel, E. Nunez, and L. Saint-paul, L'Approche systémique : de quoi s'agit-il ? Paris :Union Europeenne de Systemique http, 2003.

R. Driver and L. Warrington, Students' use of the principle of energy conservation in problem situations, Physics Education, vol.20, issue.4, pp.171-76, 1985.
DOI : 10.1088/0031-9120/20/4/308

R. Duit, Students' Notions About the Energy Concept--Before and After Physics Instruction. Consulté à l'adresse http, 1981.

R. Duit, Learning the energy concept in school - empirical results from The Philippines and West Germany, Physics Education, vol.19, issue.2, pp.59-660031, 1984.
DOI : 10.1088/0031-9120/19/2/306

R. Duit, Teaching and Learning the Physics Energy Concept. Consulté à l'adresse http://esummit-msu.net/content/teaching-and-learning-physics-energy-concept, 2012.

X. Dumay and V. Dupriez, L'efficacité dans l'enseignement: promesses et zones d'ombre, 2009.

M. Duru-bellat, Les apprentissages des ??l??ves dans leur contexte??: les effets de la composition de l'environnement scolaire, Carrefours de l'??ducation, vol.16, issue.2, pp.182-206, 2003.
DOI : 10.3917/cdle.016.0182

R. Duval, A Cognitive Analysis of Problems of Comprehension in a Learning of Mathematics, Educational Studies in Mathematics, vol.6, issue.2, pp.103-131, 2006.
DOI : 10.1007/978-3-642-57771-0_10

B. Eilam, Strata of comprehending ecology: Looking through the prism of feeding relations, Science Education, vol.43, issue.5, pp.645-671, 2002.
DOI : 10.1146/annurev.ps.43.020192.002005

Y. Engeström, Learning by Expanding: An Activity-Theoretical Approach to Developmental Research, 1987.
DOI : 10.1017/CBO9781139814744

Y. Engeström, Expansive Learning at Work: Toward an activity theoretical reconceptualization, Journal of Education and Work, vol.65, issue.1, pp.133-156, 2001.
DOI : 10.1017/CBO9780511803932

Y. Engeström, Foreword, Making Use of Activity Theory in Educational Research Activity Theory in Education, Research and Practice, 2016.

A. Fagnant and P. Schillings, L'évaluation de l'efficacité des approches didactiques : l'art de conjuguer didactique et évaluation ? Symposium du réseau EVADIDA. Consulté à l'adresse http, 2015.

A. Feyfant, Effets des pratiques pédagogiques sur les apprentissages. Dossier d'actualite veille et analyses, pp.1-14, 2011.

V. Folcher and P. Rabardel, 15. Hommes, artefacts, activités : perspective instrumentale. Presses Universitaires de France. Consulté à l'adresse http, 2004.

J. Ginestié and A. Tricot, Activité d'élèves, activité d'enseignants en éducation scientifique et technologique, RDST. Recherches en didactique des sciences et des technologies, pp.9-22, 2013.

D. Givry and C. Andreucci, Un schéma vaut-il mieux qu'un long discours ? Education & didactique, pp.119-141, 2015.
DOI : 10.4000/educationdidactique.2192

D. Givry and P. Pantidos, Ambiguities in representing the concept of energy: a semiotic approach, Review of Science, Mathematics and ICT Education, vol.9, issue.2, pp.41-64, 2015.
URL : https://hal.archives-ouvertes.fr/hal-01201753

A. Gökmen, A. D. Atik, G. Ekici, O. Çimen, and S. Altunsoy, Analysis of high school students??? opinions on the benefits and harms of nuclear energy in terms of environmental values, Procedia - Social and Behavioral Sciences, vol.2, issue.2, pp.2350-2356, 2010.
DOI : 10.1016/j.sbspro.2010.03.335

M. Guedj and A. Mayrargue, Éclairages historiques sur l'émergence du concept d'énergie. RDST. Recherches en didactique des sciences et des technologies, pp.35-61, 2014.
DOI : 10.4000/rdst.925

M. H. Güne, O. Güne, and M. Hoplan, The using of computer for elimination of misconceptions about photosynthesis, Procedia - Social and Behavioral Sciences, vol.15, pp.1130-1134, 2011.
DOI : 10.1016/j.sbspro.2011.03.251

M. H. Günesa, Modelling about energy transformation in living organism, Procedia - Social and Behavioral Sciences, vol.15, pp.1183-1187, 2011.
DOI : 10.1016/j.sbspro.2011.03.260

. F. Gunther, Étude de l'efficacité des outils de l'analyse fonctionnelle dans l'enseignement et l, 2016.

E. Herakleioti and P. Pantidos, The Contribution of the Human Body in Young Children???s Explanations About Shadow Formation, Research in Science Education, vol.46, issue.1, pp.21-42, 2016.
DOI : 10.1007/BF03220060

C. F. Herrmann-abell and G. Deboer, Developing and Using Distractor-Driven Multiple-Choice Assessments Aligned to Ideas About Energy Forms, Transformation, Transfer, and Conservation, 2013.
DOI : 10.1007/978-3-319-05017-1_7

N. Hervé, Analyses de pratiques d'enseignement de savoirs de la physique stabilisés (l'énergie) et controversés, thèse de doctorat, 2012.

N. Hervé, P. Venturini, and V. Albe, La construction du concept d'énergie en cours de physique : analyse d'une pratique ordinaire d'enseignement. RDST. Recherches en didactique des sciences et des technologies, pp.123-151, 2014.

K. Hogan and J. Fisherkeller, Representing students' thinking about nutrient cycling in ecosystems: bidimensional coding of a complex topic, 9<941::AID- TEA1>3.0.CO, pp.941-9701098, 1996.
DOI : 10.1002/(SICI)1098-2736(199611)33:9<941::AID-TEA1>3.0.CO;2-V

J. W. Jewett, Energy and the Confused Student III: Language. The Physics Teacher, pp.149-153, 2008.

J. W. Jewett, Energy and the Confused Student IV: A Global Approach to Energy. The Physics Teacher, pp.210-217, 2008.

H. Jin, L. Zhan, and C. W. Anderson, Developing a Fine-Grained Learning Progression Framework for Carbon-Transforming Processes, International Journal of Science Education, vol.92, issue.5, pp.1663-1697, 2013.
DOI : 10.1002/sce.20259

V. Kaptelinin and B. A. Nardi, Acting with technology: Activity theory and interaction design, First Monday, vol.12, issue.4, 2006.
DOI : 10.5210/fm.v12i4.1772

S. Kesidou and R. Duit, Students' conceptions of the second law of thermodynamics???an interpretive study, Journal of Research in Science Teaching, vol.12, issue.1, pp.85-106, 1993.
DOI : 10.1002/tea.3660300107

P. Kishore and J. Kisiel, Exploring High School Students&apos; Perceptions of Solar Energy and Solar Cells, International Journal of Environmental and Science Education, vol.8, issue.3, pp.521-534, 2013.

A. K?l?nç, E. Boyes, and M. Stanisstreet, Exploring Students??? Ideas About Risks and Benefits of Nuclear Power Using Risk Perception Theories, Journal of Science Education and Technology, vol.32, issue.2, pp.252-266, 2012.
DOI : 10.1080/00958960109599137

D. Koliopoulos and M. Argyropoulou, Constructing qualitative energy concepts in a formal educational context with 6-7 year old students, Review of Science, Mathematics and ICT Education, vol.5, issue.1, pp.63-80, 2012.

D. Koliopoulos and K. Ravanis, Réflexions méthodologiques sur la formation d'une culture concernant le concept d'énergie à travers l'éducation formelle. Spirale, pp.73-86, 2000.
DOI : 10.3406/spira.2000.1489

D. Koliopoulos and A. Tiberghien, Eléments d'une bibliographie concernant l'enseignement de l, pp.167-178, 1986.

S. Kose, A Comparative Study of Science Majors and Non-Majors Prospective Teachers Understanding of Energy Sources for Living Organisms, Research Journal of Environmental Sciences, vol.2, issue.5, pp.377-384, 2008.
DOI : 10.3923/rjes.2008.377.384

C. Kruger, D. Palacio, and M. Summers, Surveys of english primary teachers' conceptions of force, energy, and materials, Science Education, vol.1, issue.4, pp.339-351, 1992.
DOI : 10.1080/0140528790010209

M. A. Kurnaz and M. Calik, A thematic review of 'energy' teaching studies: focuses, needs, methods, general knowledge claims and implications. Energy Education Science and Technology Part B: Soc ial and Educational Studies, pp.1-26, 2009.

L. Kyriakides, B. P. Creemers, and P. Antoniou, Teacher behaviour and student outcomes: Suggestions for research on teacher training and professional development. Teaching and Teacher Education, pp.12-23, 2009.

R. Lancor, Using Metaphor Theory to Examine Conceptions of Energy in Biology, Chemistry, and Physics. Science & Education, vol.23, issue.6, pp.1245-1267, 2014.

R. Lancor, Using Student-Generated Analogies to Investigate Conceptions of Energy: A multidisciplinary study, International Journal of Science Education, vol.70, issue.252, pp.1-23, 2014.
DOI : 10.1088/0143-0807/29/6/007

J. F. Lane, K. Floress, and M. Rickert, Development of school energy policy and energy education plans: A comparative case study in three Wisconsin school communities, Energy Policy, vol.65, pp.323-331, 2014.
DOI : 10.1016/j.enpol.2013.10.006

L. Moigne and J. L. , La théorie du système général: théorie de la modélisation, 1994.

H. Lee and O. L. Liu, Assessing learning progression of energy concepts across middle school grades: The knowledge integration perspective, Science Education, vol.30, issue.9, pp.665-688, 2009.
DOI : 10.1080/15366367.2006.9678570

R. P. Lee, Misconceptions and biases in German students??? perception of multiple energy sources: implications for science education, International Journal of Science Education, vol.19, issue.3, pp.1036-1056, 2016.
DOI : 10.1016/S0149-1970(03)80010-0

. A. Leontiev, Activité Conscience Personnalité, Moscou : Editions du Progrès, 1981.

J. Leplat, 1. La modélisation en ergonomie à travers son histoire. Presses Universitaires de France. Consulté à l'adresse http, 2003.

J. Leplat, L???analyse psychologique du travail, Revue Europ??enne de Psychologie Appliqu??e/European Review of Applied Psychology, vol.54, issue.2, pp.101-108, 2004.
DOI : 10.1016/j.erap.2003.12.006

. J. Leplat and . J. Hoc, M (1983) tache et activité dans l'analyse psychologique des situations, cahiers de psychologie cognitive, pp.43-63

J. Lévy, N. Roudil, A. Flamand, and F. Belaïd, Les déterminants de la consommation énergétique domestique, The determinants of domestic energy consumption, Flux, issue.96, pp.40-54, 2014.

E. L. Lewis and M. C. Linn, Heat energy and temperature concepts of adolescents, adults, and experts: Implications for curricular improvements, Journal of Research in Science Teaching, vol.5, issue.6, pp.657-677, 1994.
DOI : 10.1080/0140528830050105

C. Licoppe, Dans le ????carr?? de l???activit????????: perspectives internationales sur le travail et l???activit??, Sociologie du Travail, vol.50, issue.3, pp.287-302, 2008.
DOI : 10.1016/j.soctra.2008.06.002

P. Lijnse, Energy between the life-world of pupils and the world of physics, Science Education, vol.18, issue.5, pp.571-583, 1990.
DOI : 10.1080/0140528820040308

C. Lin and R. Hu, Students' understanding of energy flow and matter cycling in the context of the food chain, photosynthesis, and respiration, International Journal of Science Education, vol.25, issue.12, pp.1529-1544, 2003.
DOI : 10.1080/0950069032000052045

X. Liu, J. Ebenezer, and D. M. Fraser, Structural characteristics of university engineering students' conceptions of energy, Journal of Research in Science Teaching, vol.14, issue.5, pp.423-441, 2002.
DOI : 10.1207/s15516709cog1402_3

X. Liu and A. Mckeough, Developmental growth in students' concept of energy: Analysis of selected items from the TIMSS database, Journal of Research in Science Teaching, vol.1, issue.5, pp.493-517, 2005.
DOI : 10.1080/0140528830050105

X. Liu and M. E. Ruiz, Using data mining to predict K???12 students' performance on large-scale assessment items related to energy, Journal of Research in Science Teaching, vol.27, issue.5, pp.554-573, 2008.
DOI : 10.1080/0140528830050105

P. Marmaroti and D. Galanopoulou, Pupils' Understanding of Photosynthesis: A questionnaire for the simultaneous assessment of all aspects, International Journal of Science Education, vol.51, issue.4, pp.383-403, 2006.
DOI : 10.1080/03057269108559995

K. Martinás, Energy in Physics and in Economy. Interdisciplinary Description of Complex Systems, INDECS, vol.3, issue.2, pp.44-58, 2005.

P. Mayen, Professional Situations: A Professional Didactics Point of View, Phronesis, vol.1, issue.1, pp.59-67, 2012.
DOI : 10.4000/rfp.157

O. Megalakaki, D??veloppement conceptuel de la notion d?????nergie relative ?? des objets inanim??s et anim??s chez les ??l??ves de dix ?? 17 ans, Psychologie Fran??aise, vol.54, issue.1, pp.11-29, 2009.
DOI : 10.1016/j.psfr.2008.06.003

N. Mencacci, Les apports de recherches en évaluation et de l'ergologie à l'efficacité des pratiques en éducation scientifique, technologique et professionnelle Note de synthèse proposée, 2014.

B. Mérenne-schoumaker, Géographie de l'énergie : Acteurs, lieux et enjeux, 2011.

R. Millar, Towards a Research-Informed Teaching Sequence for Energy, Teaching and Learning of Energy in K ? 12 Education, pp.187-206, 2014.
DOI : 10.1007/978-3-319-05017-1_11

L. Morge and C. Buty, L'énergie : vers des recherches plurididactiques, RDST. Recherches en didactique des sciences et des technologies, pp.9-34, 2014.

M. Musial, F. Pradère, and A. Tricot, Tomar en cuenta los aprendizajes durante la??concepci??n de una secuencia pedag??gica, Recherche & formation, vol.68, issue.68, pp.15-30, 2011.
DOI : 10.1016/j.learninstruc.2004.06.014

C. Mvutsebanka, La part de l'enseignement d'Education Physique et Sportive dans l'évolution des conceptions des élèves de 9-11 ans sur le concept d'énergie, 2015.

B. A. Nardi, Context and Consciousness: Activity Theory and Human-computer Interaction, 1996.

K. Neumann, T. Viering, W. J. Boone, and H. E. Fischer, Towards a learning progression of energy, Journal of Research in Science Teaching, vol.46, issue.6, pp.162-188, 2013.
DOI : 10.1002/tea.20318

J. Nordine, J. Krajcik, and D. Fortus, Transforming energy instruction in middle school to support integrated understanding and future learning, Science Education, vol.38, issue.7, pp.670-699, 2011.
DOI : 10.1002/tea.1033

R. Normand, L'école efficace ou l'horizon du monde comme laboratoire. Revue française de pédagogie, Recherches en éducation, vol.154, pp.33-44, 2006.
DOI : 10.7202/013476ar
URL : http://www.erudit.org/fr/revues/rse/2006-v32-n1-rse1376/013476ar.pdf

S. T. Opitz, U. Harms, K. Neumann, K. Kowalzik, and A. Frank, Students??? Energy Concepts at the Transition Between Primary and Secondary School, Research in Science Education, vol.4, issue.3, pp.691-715, 2015.
DOI : 10.1088/0031-9120/18/5/306

N. Papadouris and C. P. Constantinou, A Philosophically Informed Teaching Proposal on the Topic of Energy for Students Aged 11???14, Science & Education, vol.71, issue.6, pp.961-979, 2011.
DOI : 10.1119/1.1566427

N. Papadouris and C. P. Constantinou, Middle school students using energy analysis in diverse phenomena, Review of Science, Mathematics and ICT Education, vol.6, issue.1, pp.73-87, 2012.

N. Papadouris, C. P. Constantinou, and T. Kyratsi, Students' use of the energy model to account for changes in physical systems, Journal of Research in Science Teaching, vol.1, issue.4, pp.444-469, 2008.
DOI : 10.1080/0140528820040308

P. Pastré, L'analyse du travail en didactique professionnelle, Revue fran??aise de p??dagogie, vol.138, issue.1, pp.9-17, 2002.
DOI : 10.3406/rfp.2002.2859

P. Pastré, P. Mayen, and G. Vergnaud, La didactique professionnelle. Revue française de pédagogie, Recherches en éducation, vol.154, pp.145-198, 2006.

R. Pintó, D. Couso, and R. Gutierrez, Using research on teachers' transformations of innovations to inform teacher education. The case of energy degradation, Science Education, vol.31, issue.5, pp.38-55, 2005.
DOI : 10.1016/S0959-4752(00)00036-0

P. Rabardel, Les hommes et les technologies: approche cognitive des instruments contemporains, 1995.
URL : https://hal.archives-ouvertes.fr/hal-01017462

. P. Ragou and C. Souchon, L'approche systémique :une méthode d'apprentissage et un outil d'évaluation pédagogique en éducation relative à l'environnement. Éducation relative à l'environnement, pp.195-200, 2000.

G. J. Reezigt and B. P. Creemers, A comprehensive framework for effective school improvement, School Effectiveness and School Improvement, vol.70, issue.4, pp.407-424, 2005.
DOI : 10.1080/13632439869772

M. Reiner and B. Eilam, Conceptual classroom environment - a system view of learning, International Journal of Science Education, vol.69, issue.6, pp.551-568, 2001.
DOI : 10.1119/1.17003

M. Relieu, P. Salembier, and J. Theureau, Introduction au numéro spécial « Activité et Action Consulté à l'adresse http, Cognition Située ». Activités, vol.01, issue.2, 1215.

A. Rizaki and P. Kokkotas, The Use of History and Philosophy of Science as a Core for a Socioconstructivist Teaching Approach of the Concept of Energy in Primary Education, Science & Education, vol.1, issue.2, 2013.
DOI : 10.1080/0263514830010204

A. Robert and J. Rogalski, Le syst??me complexe et coh??rent des pratiques des enseignants de math??matiques: Une double approche, Canadian Journal of Science, Mathematics and Technology Education, vol.6, issue.4, pp.505-528, 2002.
DOI : 10.1007/BF01273905

J. Rogalski, Théorie de l'activité et cadres développementaux pour l'analyse liée des pratiques des enseignants et des apprentissages des élèves, La classe de mathé matiques : activités de élèves et pratiques des enseignants, 2008.

M. Rollnick, B. T. Dlamini, and J. Bradley, Unawareness to Production, Dropout to Innovator???Primary teachers' understanding and use of a science, technology and society approach to science teaching, International Journal of Science Education, vol.31, issue.7, pp.1202-1224, 2015.
DOI : 10.1080/095006999290778

W. M. Roth, INTRODUCTION: "Activity Theory and Education: An Introduction", Mind, Culture, and Activity, pp.1-8, 2004.
DOI : 10.1207/s15327884mca1101_1

A. C. Rule, Elementary Students' Ideas Concerning Fossil Fuel Energy, Journal of Geoscience Education, vol.53, issue.3, pp.309-318, 2005.
DOI : 10.5408/1089-9995-53.3.309

G. Rumelhard, Quelques repr??sentations ?? propos de la photosynth??se, Aster, vol.1, issue.1, pp.37-66, 1985.
DOI : 10.4267/2042/9204

M. Sakschewski, S. Eggert, S. Schneider, and S. Bögeholz, Students??? Socioscientific Reasoning and Decision-making on Energy-related Issues???Development of a measurement instrument, International Journal of Science Education, vol.19, issue.2, pp.2291-2313, 2014.
DOI : 10.1002/tea.10008

A. Savoyant, Tâche, activité et formation des actions de travail. Education permanente, pp.127-136, 2006.

J. Scheerens, C. Glas, and S. M. Thomas, Educational Evaluation, Assessment and Monitoring: a Systemic Approach. Swets & Zeitlinger. Consulté à l'adresse https://researchinformation.bristol.ac.uk/en/publications/educational-evaluation-assessment-and- monitoring-a-systemic-approach, pp.7-7, 2003.

Y. Schwartz, A short insight on cultural history of the concept of activity, Activites, vol.04, issue.2, pp.122-133, 2007.
DOI : 10.3917/puf.cangu.2013.01

M. Seck, analyse de la « vie » du savoir en classe de physique. Cas de l'énergie en 1reS. Didaskalia, pp.89-119, 2008.

N. Sissamperi and D. Koliopoulos, A didactical approach of large-scale electricity generation systems at the elementary school level Consulté à l'adresse http, Educational Journal of the University of Patras UNESCO Chair, vol.0, issue.0, p.2234, 2015.

J. Solbes, J. Guisasola, and F. Tarín, Teaching Energy Conservation as a Unifying Principle in Physics, Journal of Science Education and Technology, vol.12, issue.5, pp.265-274, 2009.
DOI : 10.1023/A:1021867108330

V. Svihla and M. C. Linn, A Design-based Approach to Fostering Understanding of Global Climate Change, International Journal of Science Education, vol.89, issue.5, pp.651-676, 2012.
DOI : 10.1207/s1532690xci2402_1

L. Talbot, Les recherches sur les pratiques enseignantes efficaces. Questions Vives, Recherches en éducation, vol.6, issue.18, pp.129-140, 2012.
DOI : 10.4000/questionsvives.1234
URL : https://doi.org/10.4000/questionsvives.1234

E. Tatar and M. Oktay, Students' Misunderstandings about the Energy Conservation Principle: A General View to Studies in Literature, International Journal of Environmental and Science Education, vol.2, issue.3, pp.79-81, 2007.

A. Tiberghien and L. Malkoun, Diff??renciation des pratiques d???enseignement et acquisitions des ??l??ves du point de vue du savoir, ??ducation et didactique, vol.1, issue.1, pp.29-54, 2007.
DOI : 10.1007/s10649-005-5887-1

A. Tiberghien and O. Megalakaki, Characterization of a modelling activity for a first qualitative approach to the concept of energy, European Journal of Psychology of Education, vol.18, issue.4, 1995.
DOI : 10.1007/BF03172927

J. L. Trellu and J. Toussaint, La conservation, un grand principe, Aster, vol.2, issue.2, pp.43-87, 1986.
DOI : 10.4267/2042/9194

R. Trumper, Children's energy concepts: a cross???age study, International Journal of Science Education, vol.1, issue.2, pp.139-148, 1993.
DOI : 10.1080/0263514830010204

R. Trumper, A survey of conceptions of energy of Israeli pre???service high school biology teachers, International Journal of Science Education, vol.8, issue.1, pp.31-46, 1997.
DOI : 10.1016/0742-051X(92)90004-M

R. Trumper, The need for change in elementary school teacher training: the case of the energy concept as an example, Educational Research, vol.1, issue.2, pp.157-174, 1997.
DOI : 10.1002/sce.3730770303

R. Trumper, A Longitudinal Study of Physics Students' Conceptions on Energy in Pre- Service Training for High School Teachers, Journal of Science Education and Technology, vol.7, issue.4, pp.311-3181021867108330, 1998.
DOI : 10.1023/A:1021867108330

R. Trumper and P. Gorsky, Learning about energy: The influence of alternative frameworks, cognitive levels, and closed-mindedness, Journal of Research in Science Teaching, vol.18, issue.7, pp.637-648, 1993.
DOI : 10.1080/0140528830050105

R. Trumper, A. Raviolo, M. Shnersch, and A. , A cross-cultural survey of conceptions of energy among elementary school teachers in training ??? empirical results from Israel and Argentina, Teaching and Teacher Education, vol.16, issue.7, pp.697-714, 2000.
DOI : 10.1016/S0742-051X(00)00020-2

G. Tsaparlis, S. Hartzavalos, and C. Nakibo?lu, Students??? Knowledge of Nuclear Science and Its Connection with Civic Scientific Literacy in Two European Contexts: The Case of Newspaper Articles, Science & Education, vol.72, issue.11, 1963.
DOI : 10.1021/ed072p971

P. Venturini, Joint Action, Joint Activity, Joint ???Acting??? in didactics: theoretical discussion, ??ducation et didactique, vol.6, issue.1, pp.127-136, 2012.
DOI : 10.4000/activites.2053

G. Vergnaud, Au fond de l'action, la conceptualisation. Paris : Presses Universitaires de France. Consulté à l'adresse http, 2011.
DOI : 10.3917/puf.barbi.2011.01.0275

P. Vieira, Éducation pour l'écodéveloppement au Brésil: promesses et incertitudes.éducation relative à l'environnement, pp.57-75, 2003.

I. Vinatier, Le travail de l'enseignant: Une approche par la didactique professionnelle, 2017.
URL : https://hal.archives-ouvertes.fr/hal-01191085

J. Vince and A. Tiberghien, Enseigner l'énergie en physique à partir de la question sociale du défi énergétique, Review of Science, Mathematics and ICT Education, vol.6, issue.1, pp.89-124, 2012.

. L. Vygotsky, Pensée et langage, 1997.

D. M. Watts, Some alternative views of energy, Physics Education, vol.18, issue.5, pp.213-217307, 1983.
DOI : 10.1088/0031-9120/18/5/307

J. M. Parker, Assessing Students' Ability to Trace Matter in Dynamic Systems in Cell Biology, CBE-Life Sciences Education, vol.5, issue.4, pp.323-33106, 2006.

C. Yuenyong, A. Jones, and N. Yutakom, A Comparison of Thailand and New Zealand Students??? Ideas About Energy Related to Technological and Societal Issues, International Journal of Science and Mathematics Education, vol.12, issue.4, pp.293-311, 2007.
DOI : 10.1017/CBO9781139174299.004

C. Yuenyong and J. Yuenyong, Grade 1 to 6 Thai students' existing ideas about energy, Science Education Journal, vol.18, issue.4, pp.289-298, 2007.

M. Zélem, Politiques de maîtrise de la demande d'énergie et résistances au changement: une approche socio-anthropologique, 2010.