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This article focuses on residential school trips in France, which we analyze from a didactic and pedagogical point of view. We rely on a methodology of Internet survey carried out in 2020-2021, by means of a collection of accounts of teaching-learning situations made by students intending to work in teaching, education and training. We study the corpus of 261 stories thus constituted in the light of the conceptual tools of the anthropological theory of the didactic to analyze the didactic stakes at the heart of the discovery class devices as well as the foundations at the origin of the pedagogical choices of the actors who organize them. Our results show an important variety of situations for which the pedagogical choices are more or less justified, thus putting into question the realization of the didactic stakes. Our research proposes a model of didactic and praxeological analysis, in research as well as in training, offering reference points to better identify the boundary between these two issues.