Teacher's activity analysis within a didactic perspective

This communication first presents the theoretical framework (the Joint Action Theory in Didactics) we use to analyse ordinary teaching/learning activities in science classrooms. This theory has been developed in French didactic research and takes account of the three-way relationship linking teacher, student and a piece of knowledge to be taught and learned. Our general purpose is to describe and understand school science practices. In the second part of the communication we present the corresponding methodology and its different steps through the analysis of a physics inquiry-based lesson developed in grade 8 and dealing with the voltage law. Lastly, we discuss some points with regard to the symposium issues