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This contribution focuses on the mediation of learning which, in the Brunerian tradition, corresponds to a supportive posture on the part of the teacher, for example, when the latter points out to the learner the determining characteristics of the proposed situation. Mobilising the conceptual framework of problematisation – where the construction of the problem proves to be central to learning, the research presented here therefore aims to better understand how the teacher can help the learner to problematise, id est to relate references, represented by the data and conditions of the problem, and inferences, represented by the hypotheses of solutions to the problem. In order to put this research question to work, we propose to report on the implementation of a didactic device during a scientific problematisation related to plant reproduction. Through this device, we would like to show the interest of teaching interventions that have allowed a relaunch of the problematisation of the learners, while avoiding giving them an answer that would bypass the obstacle encountered, and thus deprive them of the intellectual work proper to the construction of the problem at stake, or even to the appropriation of its solution.