Teaching strategy on the problematisation of knowledge and the development of skills of students in form four of government high school Ngoa-Ekelle: a case study of a lesson on fishing

Abstract

This research aimed to evaluate the contribution of problematisation of Geographical knowledge on the development of the skills of students in form four. The main issue of teaching methods highlights student’s participation and reification which is to consider learning as a negotiation. Indeed, the formulation of problem situations in the teaching of Geography allows students to acquire knowledge of Geography and skills according to a socio constructivist conception where the learner is the main actor in his learning process. In practice, this approach takes the form of a series of steps; trigger, the formulation of problem situations, the resolution of situations by carrying out complex tasks, synthesis and institutionalization. The research adopted an experimental approach with an experimental plan of a control group and experimental group which makes a total of 118 students targeting form four classes. The checking of the hypothesis is based on an internal validation paradigm from the comparison of the pretest and post-test scores in the experimental group and the control group. The main results obtained from a test of school knowledge, tests anchoring in the new Geography teaching programmes shows that, the approach of problematisation of knowledge favours the development of geographical skills among students in form four. In fact, the student test T=9.056 with a probability of 0.000<0.005; Anova test f=86.44 with a probability of 0.000<0. 005. This result shows that, students develop Geographic skills better when they are immersed in problem situations, allowing them to carry out complex tasks. Thus, the implementation of this approach requires the initial and continuing training of teachers in the integration of the approach by problematisation of knowledge in their teaching practices.