Tutorial interaction, socio-cognitive position, and comprehension: privileged sophomore students in college science classes

Students construct a socio-cognitive position in the classroom as a function of the study self-contract made with the institution, of their dedication, and of their “basis”. From this position derives the possibility of establishing or not a tutorial interaction with the teacher, under conditions of strong teaching massification and homogenization. In this paper we report on two types of privileged students – the “best” and the “constant” ones – who share objectives regarding comprehension and learning but have different “bases”. We report their value judgments about the classes they had, and the relative importance assigned to the contents. The way the initial studey self-contracts are regonatiated, in order to adapt institutionally, is also reported.