| Summary: | This article aims to help clarify the professional skills required for the experiences lessons at primary school as a secondary education. Teachers willingly stressed the importance of experiences in science education, but several investigations demonstrate their dismay to lead them, and their words express difficult to alternatives in their pedagogical methods of intervention. To look more closely, the consensus among players on the importance of "experiments" in science learning seems only apparent. So it is essential to analyzing the forms and functions of experiences in science education, clarify and discuss their educational issues.
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