Pratique de la classe découverte et construction des compétences en sciences chez les élèves des cours élémentaires deuxième année de l’école publique de Mendong dans l’arrondissement de Yaoundé VIe

Abstract

This work is on the practice of field trips and the construction of competences in science by the pupils of class four in government primary school Mendong Yaoundé VI district. The problem to resolve is the malpractice of field trips in science subjects in class four in government primary school Mendong. The observations on the field and during our academic internship have guided us to define our research question as follow: is there a relationship between field trips and the construction of competences in sciences by the pupils of class four in government primary school Mendong? The objective in this study is to compare the mean in life sciences, earth sciences, agropastoral and fish farming sciences of three sub-groups in government primary school Mendong in Yaoundé VI district. The general hypothesis of this research is to know if the practice of field trips contains aspects that can make some pupils of class four more competent in science subjects than their classmates in the same classroom for three sub-groups in government primary school Mendong in Yaoundé VI district. Our interpretation is based on three theories. The administration of a test of knowledge in pre-test and post-test in the domains of life sciences, earth sciences, agropastoral and fish farming sciences has therefore enabled the collection of marks which has facilitated the obtention of quantitative data on a sample of 176 pupils distributed in three layers. Each layer was sub-divided into witness group and experimental group. The factorial variance analysis of data was done using the IBM SPSS software version 21.0 which permitted the verification of the validity of the research hypotheses. The results of inferential statistics show that the research hypotheses formulated in life science, fish farming sciences are accepted, because, the p value is up to the significance level for the two cases. It testifies a significant difference in the marks of the students during the post-test. On the other hand, the research hypothesis in earth science is rejected, the p value is less than the significant level. The results obtained confirm the general hypothesis, therefore, discovery classes contain some aspects that make some students in class four more efficient than their mates in the same classroom. Despite the fact that results cannot be generalized to all the pupils of the district, we have suggested some recommendations to teachers and school administrations in Yaoundé VI district.