Apport de la didactique dans l’integration des apprentissages : Une approche centree sur les habiletes en chimie chez des eleves du secondaire au Tchad.

Abstract

la présente étude portant sur « les habiletés d’exploration ou d’expérimentation en chimie chez des élèves du secondaire au Tchad » compare la didactique centrée sur les habiletés d’investigation scientifique (DICHIS) et la méthode traditionnelle pratiquée dans l’enseignement de la chimie au secondaire. La méthodologie utilisée est basée sur une étude comparative de l’enseignement de trois leçons de chimie dans les classes de 4ème dans deux collèges au Tchad. Un échantillon de 6 classes avec un effectif de 566 élèves a été constitué : deux classes de 76 élèves au lycée Jacques MOUDEINA de Bongor et 4 classes de 490 élèves au lycée de Félix Eboué de N’djaména. Ces classes ont été réparties en groupes expérimentaux (classes exposées aux enseignements suivant la DICHIS) et en groupes témoins (classes exposées aux enseignements suivant la méthode dogmatico-expositive). Au terme des trois leçons, il a été administré deux tests aux différents groupes de notre échantillon : un test mesure de l’acquisition des savoirs et un autre mesure les capacités de transfert des acquis dans des situations concrètes nouvelles. Les résultats obtenus à l’issue de ces tests ont montré que les élèves qui ont suivi les cours selon la DICHIS ont réalisé de meilleures performances que ceux de la méthode dogmatico-expositive. Il se révèle que la didactique centrée sur les habiletés d’investigation scientifique contribue mieux à l’intégration des acquis de l’apprentissage que la méthode dogmatico-expositive.

Mots clés : didactique, habiletés, chimie, lycée, secondaire, Tchad

English Abstract:

Contribution of didactics in the integration of learning: An approach centered on chemical skills among secondary students in Chad.

the study "the contribution of didactics centered on scientific investigation skills in the integration of chemistry learning in secondary school : case of the Félix Eboué high school in N’djaména and the Jacques MOUDEINA high school in Bongor " is a comparison between didactics centered on scientific investigation skills (DICHIS) and the dogmatic-expositive method (DE) practiced by teachers in secondary school. The methodology used a comparative of three lessons of chemistry in the 4th year classes in two establishments. Our sample consists of 6 classes with an enrollment of 566 students: two classes of 76 students at the Jacques MOUDEINA high school in Bongor and 4 classes of 490 students at the Félix Eboué high school in N’djaména. The classes were divided into experimental groups (classes exposed to the teachings following the DICHIS) and into control groups (classes exposed to the teachings according to the dogmatico-expositive method). At the end of the teaching, two tests were administered to the different groups in our sample: one to measure the acquisition of knowledge and another to measure the transfer of knowledge in new concrete situations. The results obtained at the end of these tests showed that the students who followed the courses according to the DICHIS performed better than those of the dogmatico-expositive method. We can conclude that the didactics centered on the skills of scientific investigation contributes better to the integration of learning than the method the present study entitled "the contribution of the didactics centered on the skills of scientific investigation in the integration of learning. of chemistry at the secondary level: case of Lycée Félix Eboué in N'djaména and Lycée Jacques Moudeina in Bongor ”aims to make a comparison between didactics centered on scientific investigation skills (DICHIS) and the dogmatic method. expositive (DE) practiced by teachers in the teaching of chemistry at the secondary level. The methodology used is based on a comparative study of the teaching of three lessons of chemistry in the 4th year classes in two establishments. Our sample consists of 6 classes with an enrollment of 566 students: two classes of 76 students at the Jacques MOUDEINA high school in Bongor and 4 classes of 490 students at the Félix Eboué high school in N’djaména. The classes were divided into experimental groups (classes exposed to the teachings following the DICHIS) and into control groups (classes exposed to the teachings according to the dogmatico-expositive method). At the end of the teaching, two tests were administered to the different groups in our sample:  one to measure the acquisition of knowledge and another to measure the transfer of knowledge in new concrete situations. The results obtained at the end of these tests showed that the students who followed the courses according to the DICHIS performed better than those of the dogmatico-expositive method. We can conclude that the didactics centered on the skills of scientific investigation contributes better to the integration of learning than the dogmatic-expositive method.

Keywords: didactics, skills, chemistry, Jacques MOUDEINA high school in Bongor, Félix Eboué high school in N’djaména