Activités d’apprentissage sur l’origine et la formation des roches sédimentaires et acquisition du savoir en SVTEEHB : cas des apprenants de la classe de 5ème du Collège Privé Bilingue Père Nchimi

Abstract

The analysis of students’ productions highlights that they experience some difficulties in acquiring knowledge related to the reconstruction of ancient sedimentation environments. According to Zoltan (1970), there is a close link between learning activities and students’ learning. He states that: learning among learners is done through structured activities using concrete materials. This last assertion invites us to ask the following question: “what is the influence of learning activities on the acquisition of knowledge of learners in SVT in 5th grade?” In other words, what is the influence of exercises and problem solving on the acquisition of knowledge of students? By postulating that learning activities promote the acquisition of knowledge in SVT. In other words, that exercises and problem solving promote the acquisition of knowledge of students. While relying on the theory of educational intervention which refers to the finalized actions taken by the teacher in the school context with a view to facilitating the acquisition of knowledge by students. This study aimed to assess the influence of learning activities on learners' knowledge acquisition in Earth and Life Sciences (SVT) in 7th grade. Specifically, the aim was first to measure the impact of exercises on knowledge acquisition in Earth and Life Sciences (SVT), and second, to estimate the impact of problem-solving on knowledge acquisition in Earth and Life Sciences (SVT). To achieve this objective, the research adopted a quasi-experimental approach with a pre- and post-test. To this end, the program was tested on 60 learners divided into two groups of 30, one experimental group and one control group. The main results obtained from the Student t-test using SPSS software show that exercises and problem-solving effectively promote knowledge acquisition. Thus, these results reveal that knowledge acquisition increases considerably when students are exposed to learning activities.