| Summary: | In France as in Morocco, the teaching of science in schools has been subject to various evolutions for many years, and not only to those brought by the new official instructions of each country. For example, the implementation of the “investigation approach” is as much a new approach for the teacher as it is an approach that aims to give more space to the student, which consequently influences the teaching practices. In a case study, we tried to understand what construction of scientific knowledge could be achieved within the framework of an inquiry approach. The analysis of these moments of science led us, in addition to the study of the difficulties of the implementation of an investigative approach and the nature of the knowledge obtained, to question the possible links between the resources mobilized by the teachers and the nature of the knowledge that they make the students construct. This observation converges between several didactic and pedagogical issues and are at the same time for the teacher and the pupil the means of different processes of knowledge construction.
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