Représentations des apprenants sur le concept de catalyse enzymatique et construction d’un savoir en enzymologie : cas des classes de Première D du Groupe Scolaire Marie Albert II d’Ekounou.

Abstract

The not taken into account of the initial representations of the learners during the teaching-learning of the SVTEEHB by the ongoing teachers to pose a lot of problems with great obligation and the relatively low success rate for official exams over the years. Thus, the objective of this work will be to assess the impact of taking into account the initial representations of learners on the construction of knowledge. Thus, the main assumption of this study states that: taking into account the representations of learners on the concept of enzymatic catalysis promotes the construction of knowledge in enzymology. The study that deals with the quasi-experimental mixed type, it relates to a population of 30 two-group learners: a control group consisting of 15 students and an experimental group consisting of 15 students in the group's first d school group. Marie Albert d’Ekounou of the arrondissement of Yaoundé 4 aged 16 to 19, having attended teachings on enzymatic catalysis using differentiated pedagogy and traditional pedagogy. To achieve this, we have submitted them to a test of four parts (Collection of personal information of subjects, assessment of knowledge, assessment of knowledge and assessment of knowledge do). This evaluation test served as pre-test and Post-tests, as well as the facing gate of practices were used to collect the representations of learners. In addition, it is the help of a counting that we have proceeded to the qualitative analysis (comparison of student productions and teaching practices) and quantitative analysis based on descriptive statistics using the Student T test that we have to analyze the data. The results achieved show that differentiated pedagogy allows the learner to better elaborate and organize his learning for the efficient and sustainable acquisition of knowledge and the development of acts. These results allowed the verification of assumptions. To evolve the erroneous representations towards more expert representations, teachers must develop learning activities themselves enabling learners to build knowledge themselves.