Approche didactique du paysage en géographie scolaire et développement des compétences des apprenants de la classe de 5eme en occupation de l’espace : cas du lycée de Wall

Abstract

This study examines the didactic approach to landscapes in school geography and the development of spatial occupation skills among 5th-grade students at Wall High School. The objective is to establish the link between the didactic approach and skill development in spatial occupation. The hypothesis posits that field trips, didactic tools, and evaluations promote skill development in these students. The theoretical framework is built on educational intervention and experiential geography. Using a quasi-experimental method with 56 students and 6 teachers, data were collected via questionnaires, semi-structured interviews, lesson recordings, and student tests. Tools such as cameras, smartphones, and Android phones facilitated data collection, which was then analyzed statistically using ANOVA tests and both a priori and a posteriori analyses. The results confirmed the specific hypotheses of the study: 1. Hypothesis 1: Confirmed with F=85,74 and a probability of 0.00, much lower than the representativity threshold of 0.05. 2. Hypothesis 2: Confirmed with F=93,95 and a probability of 0.000, much lower than the representativity threshold of 0.005. 3. Hypothesis 3: Confirmed with F=96.384 and a probability of 0.001, much lower than the representativity threshold of 0.005. These results indicate that teaching the module on spatial occupation in African campaigns and rural habitats using the didactic approach, field trips, didactic tools, and tests significantly develops 5th-grade students' competencies.