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The Forced sequences set up in the work on learning by problematization mobilize specific didactic frameworks whose aim is to allow the construction of problematized knowledge. However, research in the sociology of education shows that certain frameworks of activities proposed to students can lead to academic misunderstandings and learning inequalities. The difficulties pointed out by these researchers question our work on learning by problematization and the effect of frames imposed by forced sequences. To what extent could these frames be conducive to misunderstandings? To study it, we analyze four individual interviews of students carried out after a forced sequence on breathing at the end of primary school (10-year-old students) and their individual productions (written or oral) over the course of the sessions in order to relate the knowledge they mobilize and what they say about it after the sequence. The results obtained make it possible to identify misunderstandings concerning the nature of the knowledge to be constructed.