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                <term xml:lang="en">history</term>
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              <p>Hypotheses are produced across disciplines, and their development is central to the problematisation process. Drawing on the common framework of learning through problematisation, we compare the roles of hypothesis production and critique in learning within Earth sciences and history in secondary education. We analyse and compare two situations: the disappearance of ancient basalts at the plate boundary and the intentions of people delivering commemorative speeches, where students produce and discuss hypotheses. Our results offer a clearer understanding of the role of hypotheses in experimenting problematisations in both disciplines, and define their status in the theoretical framework we employ.</p>
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              <p>Les hypothèses sont produites dans toutes les disciplines et leur travail est central dans le processus de problématisation. En nous appuyant sur le cadre commun de l’apprentissage par problématisation, nous comparons le rôle de la production et de la critique des hypothèses dans les apprentissages en sciences de la Terre et en histoire au collège. Nous analysons et comparons deux situations portant sur la disparition des basaltes anciens à la frontière de plaques tectoniques et sur l’intention des personnes qui prononcent des discours commémoratifs, où les élèves produisent et discutent des hypothèses. Nos résultats permettent de mieux comprendre la place des hypothèses pour expérimenter des problématisations dans les deux disciplines et de définir leur statut dans le cadre théorique que nous mobilisons.</p>
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