Les pratiques didactiques de l’enseignant et l’apprentissage par la résolution de problèmes de la philosophie : le cas des élèves de seconde littéraire du collège bilingue Benigna d’Etoudi

Abstract

The instruction to teach philosophy through problem-solving pedagogies has been given to decision-makers, but there is a gap between this instruction and its implementation by teachers. This gap has inspired our present study, which aims to investigate the impact of teachers' didactic practices on problem-solving learning in philosophy. Our research is based on the hypothesis that teachers' didactic practices make problem-solving learning in philosophy possible. To test this hypothesis, we have broken it down into two specific hypotheses: the formulation of problem situations makes problem-solving learning possible, and teachers' guidance of learners promotes learning by problem-solving in philosophy. We have used two complementary methodologies, DI and the quasi-experimental method, to test these hypotheses. Our experiments have shown that the problem-based approach to teaching philosophy improves both the knowledge and skills of the majority of learners in the situation, in contrast to the current method of teaching philosophy, which focuses on knowledge alone. Our findings have led to suggestions for decision-makers, teachers, and didacticians of philosophy.