De la didactique des sciences à la didactique de l'orthographe

We report a study concerning the cognitive procedures involved in the learning of grammar and spelling and the search for didactic devices allowing the pupil to progress to a morphosyntactic approach of the study of language. We choose an interdisciplinary approach and we suggest observing possible convergences between didactic of the spelling and didactic of the sciences. If we consider the hypothesis that the pupils of primary school develop, from their learnings and knowledges, cognitive procedures building a system of representations and tools on the language, then, by analogy, this system has limits and these limits must be confronted with the reality of the experiment. We present two devices inspired by protocols stemming from the didactic of the sciences and focus on one that may favor study of the language and control of grammatical agreements