Dispositifs didactiques virtuels pour l’enseignement/apprentissage des faits historiques dans les classes de troisième et de terminale au Cameroun : les témoins et l’histoire de la décolonisation du Cameroun sous administration Française

Abstract

This study raises the issue of the teaching/learning of the untruths on the history of decolonisation of Cameroon under the French administration in third and terminal classes. Generally, this study is aimed at elaborating a virtual didactic mechanism based on witnesses, that could enable teachers of third and terminal classes in Cameroon teach the truth on the history of decolonisation of Cameroon under the French administration. Specifically, it is firstly about identifying the untruths learnt by students on the history of decolonisation of Cameroon under the French administration; secondly it is about creating a teaching/learning mechanism based on testimonies on the truth about the history of decolonisation of Cameroon under the French administration. Therefore, concerning the teaching/learning of untruths about the history of decolonisation of Cameroon under the French administration, with regard to the results from surveys, class observations and interviews carried out in urban and rural contexts, students and teachers in their majority believe that untruths about the history of decolonisation of Cameroon under the French administration are learnt by students. In another vein, concerning the use of testimonies on the truth about the history on the decolonization process, the analysis of data from interviews with teachers and guided by educational act theory has enabled to come out with the didactic mechanism known as History is me : the memory of the decolonisation of Cameroon under the French administration. It is about written testimonies of actors of events on decolonisation of Cameroon under the French administration. Despite time management constraints, this mechanism makes possible the construction of a historian thought by learners. It is suggested that teachers should confront elements presented by students with contradictions and the complementarity with which memory and history interact within a context of controversial interpretations concerning the decolonisation of Cameroon under French administration.