Développement des compétences géographiques à partir du smartphone chez les élèves.

Abstract

This research focuses on the development of geographical skills using the Smartphone among students. In fact, in an era marked by the exponential possession of this tool by young people, the integration of the Smartphone into teaching- learning process is little practiced. Yet schools should be adapting to changes in society. As part of the field of studies on teaching and learning differently, this research raises the problem of the central role of the learner in his or her learning and that of the teacher as a learning facilitator. As a result, this study proposes to rethink the classroom by developing scenarios and pedagogical and didactic engineering in which pupils are encouraged to work in teams and consult an application called “Termes Geographiques” via their Smartphone. The resulting hypothesis was formuled as follows: “the implementation of a device form the Smartphone allows the development of geographical skills among students”. In order to test this hypothesis, we adopted a didactic engineering methodology based on a practitioner-researcher posture with a case study. This methodology is characterized by the implementation of both a qualitative and quantitative data collection system, including the observation and recording of didactic sessions; to these were added the practice of two questionnaires to pupils. In addition, a statistical analysis was carried out for the quantitative data and a content analysis for the qualitative data. At the end of these analyses, it appears that the Smartphone as a teaching tool allows the development of geographical skills among students through the implementation of a teaching-learning system. In addition, this device enables learners to better develop their geographical knowledge, skills and attitudes.