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Regulating modelisation activity in the classroom. Two ways of regulating the formation of knowledge in a shool context are envisa ged : one using the building up of knowledge, the other the appropriation of knowledge. By studying the gap between the pupils’ first conceptions and the conceptualisation which they should have reached when they leave shool, we are led to recommend a double approach, involving the two different ways. The description of a teaching sequence, introducing the "quantity of movement" in a "2nd class" (15-16 year-olds), gives practical indications on this approach, which seems to help pupils to acquire competence in the modélisation of situations in physics. Without changing the content of the syllabus, it seems possible to bring more pupils to a mastery of the methods and content of physics, provided a suitable regulation of class activities is organized to this end.

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