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The measurement of the effectiveness of teaching, which was a central object of the discussions during the study days, highlights the reciprocal determination of the relevance and validity of facts and explanations in scientific approaches. However, the social demand (practitioners, decision-makers) often submits the relevance of its questioning to a vision of validity marked by falsification. In didactics, this tendency favors the validation of teaching devices to the detriment of the elucidation of their conditions of practical implementation, which splits the teaching activity into conception and application whose articulation is though principal. Alternatively, we can envisage a convergence of didactic research and teaching from the point of view of a clinical theory of practice.