This paper aims at characterizing the didactic knowledge produced by two collaborative approaches bringing together teachers and researchers to design new teaching resources for science education at pre-school in Western Switzerland. Beyond the so-called “design-based research” and “cooperative engineering” approaches singled out this symposium, there is a wide range of collaborative research processes in education, exhibiting a diversity of ends and means (Ligozat, Charmillot & Muller, 2016). However, attempts to model these processes do not always account for the knowledge actually constructed in relation to the research stakes claimed, as well as the constraints that organize the modalities of stakeholder participation. To progress in this work, we compare two collaborative processes developed within the framework of the project "Entrée dans la culture scientifique à l'école" (Steps to Scientific Literacy in Preschool). The first process (C1) brings together 8 teachers and 2 researchers-trainers, for the construction of teaching units on the growth of living organisms. The second process (C2) brings together 3 teachers and 3 researchers-trainers, for the construction of of teaching units on the physical quantities of objects (mass, volume, density). Each group has adopted specific working methods based on the following principles: (i) the choice of the theoretical frameworks for structuring the collaboration is made by the researchers: discursive communities of practice in science (CDPS) in C1 (cf. Marlot & Roy accepted); didactic development engineering (IDP) (cf. Perrin-Glorian 2019) in C2 (ii) the modalities of participation of the teachers (and the researchers) rely on different institutional constraints : an in-service teacher-training in C1; a voluntary professional development in C2. We show that both the theoretical frameworks chosen and the institutional constraints at play shape the nature of the observation units chosen for the analyses carried out in focus groups (based on cross-analysis using video excerpts), and thus the construction of the didactic knowledge built in each of the groups. In both cases, the phenomena highlighted - and therefore the didactic knowledge built up about scientific learning at the beginning of school - are be rooted in the ritual activities that are typical of preschool practices, showing a hybridization of practical and theoretical reasons in the elaboration of teaching activities (Hamza et al, 2018). This comparative study will discuss the fundamental components of a collaborative research model in didactics, with regard to the constraints linked to the modalities of participation of actors in this research.

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