Abstract
This article looks at the effectiveness of energy teaching in elementary school, by measuring the impact of using living systems (biotic) on students’ learning of n energy chin model. It is based on the activity theory (Leontiev, 1984), centered on the task-action articulation (Savoyant, 2006). We implemented a quasi-experimental protocol in situ in 3 regular classrooms (grade 4) during a teaching sequence on energy. Pre-tests and post-tests were used to assess student progress. The results showed that students who had studied the biotic systems during the lesson made more progress than those who had not.