Analyse comparative des contenus des manuels scolaires de physique utilisés dans les classes de premiere, serie scientifique de 1980 a ce jour en cote d’ivoire, cas de la notion d’energie de la partie mecanique classique

The article presents the results of a qualitative research analyzing the knowledge to be taught on the concept of energy of classical mechanics of four (4) physics textbooks classes first, scientific series used on the period from 1980 to today in Côte d’Ivoire. It shows that these structures provide few tools to reduce the trouble and bring the transfer of relevant skills, despite the succession of reform programs and changes in the theory and practice, and discusses educational implications of this analysis. These results indicate that these textbooks are difficult to use and are a source of difficulties for their users. This search will note that at the approach mode: causal approach - functional approach - consumerist approach, used in the manuals does not allow students to conceptualize the energy’s notion from what they already know about this concept ; then the type of approach proposed most common: Particular Approach (PA) in EURIN-GIE and AREX ; and represents a search for simplicity knowledge to teach, which preserves the appearance of physical literacy but characterized, in fact, by continually increased distance between the taught knowledge and scientific knowledge; and finally, teaching styles and iconographic documents do not allow teachers to conduct an adequate education, and users to participate in the construction of their knowledge on the energy’s concept. It seems that the way to conceptualize the energy’s notion in these manuals is not suited to effectively describe the energy aspects is that the linking between theory and experience.