Difficulties in managing students' hypotheses in the context of the scientific inquiry process
in the science classroom are mainly expressed during the negotiation phases. The aim of
this research is to uncover possible changes in the practical epistemology of novice teachers
during simulation-based training. This doctoral research Project, carried out under French-
Swiss co-supervision, is based on a training course for novice teachers aimed at acquiring
skills related to managing students' hypotheses, in elementary school, on the subject of
blood circulation. The responses of a novice teacher before and after the simulation-based
training were compared on the basis of four indicators: facets of knowledge, focus of the
initial question, epistemic tasks and the six cognitive process dimension. The results allowed
us to see a trend of evolution in the indicators. Based on some of the practical epistemology
elements discovered in this study, we make some conjectures about the system of
representation of science teaching to this novice teacher.