La construction des situations problèmes dans l’enseignement - apprentissage de l’histoire des deux guerres mondiales et développement des compétences chez les apprenants : cas de quelques établissements de Yaoundé II

Abstract

Teaching the history of the two World Wars faces challenges due to the traditional lecture-based approach, which often prioritizes memorization over developing critical thinking and problem-solving skills. This research aims to show how constructing problem-based learning situations in teaching the history of the two World Wars can develop competencies among 8th and 11th-grade learners. Using a mixed-methods approach, we surveyed learners and history teachers in Yaoundé 2, observed classroom teaching, and conducted semi-structured interviews. Results indicate that students are drawn to problem-based learning, which enables them to develop cognitive and transversal skills to address conflict situations in their environment. The study concludes that both teachers and students perceive the pedagogical value of problem-based learning, despite constraints. Teachers see students gaining skills and autonomy, while students find history more engaging and formative. The study recommends enhanced teacher support and developing assessment methods for competencies developed through problem-based learning in history.