Conception des apprenants sur la notion de réplication de l’ADN et développement des compétences en génétique chez les élèves de la classe de première D

Abstract

This document is a master’s degree dissertation which has as topic: “Conception des apprenants sur la notion de réplication de l’ADN et développement des compétences en génétiques chez les élèves de la classe de 1ere D”. In fact, this topic was inspired by André Giordan, according to who learners’ initial representations can be considered as the starting point of all learning because they constitute a solid basis which built the experience of everyone. The different learners’ conceptions, therefor, need to be expressed because some of them, when they are well-established, can provoke resistance, and thus constitute an obstacle to learning. Furthermore, learners’ conceptions in the teaching of SVTEEHB in Cameroon are not sufficiently taken into account and this constitutes an obstacle to the teaching/learning of this subject. All this leads us to the general objective of this study, which is to evaluate the impact of taking into account learners’ conceptions during the process of teaching/learning in the development of skills in SVTEEHB: the case of teaching/ learning the concept of DNA replication in 1ère D class. To answer our main research question, we formulated the hypothesis according to which taking into account learners’ conceptions during the teaching/learning process promotes the development of competences in SVTEEHB. To bring light on our questions, we used a mixed research method. We collected various data from a population only constituted by 1ère D students from two schools in the town of Yaoundé 3 and we limited ourselves to a sample of 24 learners. The data collected will be analysed and interpreted using various analysis methods: one qualitative analysis method (content analysis) and two quantitative analysis methods (descriptive or univariate analysis and comparative or bivariate analysis). The results obtained led us to the following conclusions: - Taking into account learners’ conceptions during the teaching/learning process promotes the development of skills; - Confrontations of learners’ preconceived ideas between peers promotes skills development; - The evolution of learner’s conceptions promotes the development of skills.