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In this article, we present an analysis of the practices of a physics teacher, during two practical sessions, one of which is conducted according to the inquiry based science teaching process. This research is part of the theoretical framework of the dual didactic and ergonomic approach. In a first level of analysis of the results, resulting from two class observations and interviews of self-confrontation, we access the logic of actions of the teacher and the determinants of his practices. Adoi:10.26220/une.3120 fatcat:3dym7clfkngmvhi6be3whqfqlq