Analyse des pratiques enseignantes en SVTEEHB dans leurs rapports avec l’intégration des apprentissages : le cas de la pollution en classe de 6e au secondaire camerounais.

Abstract

This study deals with the effect of teaching practices in Life and Earth Sciences (SVTEEHB), on the integration of learning on pollution by students of Form 1 in secondary education in Cameroon. This study was triggered by the difficulties of student experience to adequately solve integration activities on pollution and to mobilize concepts learned on pollution to solve daily environmental problems they face. The aim of the research is to describe the practices of three Life and Earth Science teachers of Form 1 on pollution concerning the management of scientific and institutional recommendations relating to Competency Based Approach and to determine their effects on the integration of learning, with a view to proposing avenues for educational intervention promoting functional learning in Life and Earth Sciences. The conceptual framework of reference for analyzing teachers’ practices is the dual didactic and ergonomic approach and the methodological device for analyzing practices implemented is didactic analysis. This research is based on the didactic transposition theory of Chevallard and the joint didactic action of Sensevy. It uses the qualitative paradigm of the descriptive and exploratory type. Multiple case study research design was used. Data for this study were collected from 03 teachers and 188 students of 03 public schools in the Upper Nyong division using interviews, observations of lessons taught, and analyzing lesson plans and the test. These teachers were selected using the reasoned choice technique from an accessible population made up of Form 1 teachers of Life and Earth Sciences of the Upper Nyong division. Content analysis was carried out using an analyzing grid developed by us from scientific work on various variables of teaching practices targeted by the research. The results revealed that the practices of the teachers observed are not in line with the scientific and institutional recommendations relating to the Competency Based Approach, and has little positive effect on learning integration on pollution. Based on these results, the research found a need to strengthen the didactic action of the Life and Earth Science teacher. It is this sense that the researcher proposes a tool for a pre action reflexive practice that will enhance post-action functional learning. Beyond these proposals for action, the results of the research have contributed in enhancing the technique for didactic analysis in Life and Earth Sciences that will improve upon the teaching practices and the Cameroonian education system.