Intégration des situations-problèmes dans la didactique de la philosophie et développement de l’esprit critique par les apprenants des classes scientifiques au Cameroun : une expérience menée sur l’enseignement-apprentissage de la logique en classe de 1ère C au Lycée bilingue de Yaoundé.

Abstract

This research is a reflection on the effectiveness on the integration of problem-situations in the development of critical thinking positioned as the aim of the teaching-learning process of philosophy in the secondary school. The formulated subject poses the problem of the contribution of the problem-situation to the development of critical thinking in philosophy. The choice is made on the logic course in Lower-six science class in a public government high school in the city of Yaoundé for practical experience. So the main question on this reflection is: how does the integration of problem-situations in the teaching-learning of logic promote the development of learners’ critical thinking in class of lower-six science? The hypothesis retained is that: the integration of problem-situations in the teaching-learning of logic promotes the development of critical thinking based on a rational hybridization of experiential knowledge and academic knowledge. The objective being to show that the problem-situation is the fundamental element of the teaching-learning of philosophy which contributes effectively to the development of the critical thinking of learners based on the pooling of knowledge of the experience of daily life and bookish knowledge constructed at school. By consulting the work carried out on critical thinking by authors such as Déziel (2010), Sophie (2015), Croughs (2017), Reymond (2017) and the CSEN (2021), we were able to see the contradictory nature of the strategies proposed fort its operationalization. To get out of this imbroglio, we propose, on the experimental basis of the theory of didactic situations the integration of problem-situations as a means of operationalizing critical thinking skills. The method of this study is mixed. It involves not only statistical data, but also interviews. The sampling technique is probabilistic by cluster. The sample obtained consists of eighty-four (84) subjects. The techniques used for data collection are: observation, tests and semi-structured interviews. The results obtained show that in the control group (Lowe six D1) having undergone teaching-learning of logic without problem-situations, the calculated absolute value of Z is lower than the value read (Z read) i.e. 0,949158 1,959. This shows that the teaching of philosophy by integrating problem-situations concretely contributes to the development of learners’ critical thinking. We can thus conclude that there is a very close link between the problem-situation and the development of critical thinking as shown by the experience of teaching-learning logic carried out in Lower-six science class in this study. Thus the problem-situation appears as the solution to the difficulty which slows down the development of critical thinking in the teaching-learning of philosophy at the secondary level.