Résumé
Learning about space is part of the teaching regimen in various elementary-level disciplines, including science and mathematics, in France and Quebec alike. Understanding space plays a central role in the ability to grasp a number of mathematical and scientific concepts. However, until now, few studies have focused on how to valorize it in class or on the milestones that can be used to guide the development of teaching sequences that promote students' understanding of space. This article presents an empirical study of an activity-generating structure (AGS)-initially developed to help with the design and analysis of teaching sequences in mathematics-as a mechanism for designing and analyzing a science teaching sequence that aims to foster a better apprehension of space. Our experiment shows how the AGS allows us, first, to adapt a classic teaching sequence on the discovery of the compass in a way that promotes students' acquisition of spatial understanding, and second, to analyze the impact of the adapted sequence on what students learn about space.