ABSTRACT
Since its first developments, with the theory of didactic transposition, the research programme of the anthropological theory of the didactic (ATD) has been adopted by didactics researchers in many disciplines as well as in education contexts outside school. In this study we consider two main domains: science dissemination on the one hand and educational sciences on the other hand. In the first case we focus on the use and utility of didactic transposition and newer developments of ATD in the case of science museum didactics. In the second case we study the conditions and constraints of the introduction of the didactic model based on questioning the world, highlighting the need to learn to identify, spot and fully analyse the didactic so as to improve its cognitive and social efficiency.
