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The aim of this paper is to analyze the impact of Comics & Science workshops where forty-one teenagers (designated Trainee Science Comic Authors [TSCAs]) are asked to create a one-page comic strip based on a scientific presentation given by a PhD student. Instrumental genesis is chosen as the conceptual framework to characterize the interplay between the specific characteristics of a comic and the pieces of scientific knowledge to be translated. Six workshops were conducted and analyzed. The results show that the TSCAs followed the codes that are specific to the comic strip medium and took some distance with the science integrity. Nevertheless being involved in the creative process allowed them to understand the reasons for certain choices of science illustration or storytelling. This approach can foster the emergence of a critical mind with respect to reading science stories created in other contexts.

Une entrée par l'évaluation des apprentissages pour analyser les interactions entre l'enseignant ou l'enseignante et les élèves dans les moments de mise en commun VOLUME XLVII : 3 -Automne 2019 122 www.acelf.ca avec les élèves, s'appuie plus ou moins sur ce que les élèves produisent et sur les mathématiques en jeu dans les interactions.

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