Intégration des TIC dans la construction des savoirs au cours de la leçon sur la digestion au CM1 et développement des compétences scientifiques durables.

Abstract

The study we conducted in the bilingual private school complex Viva Education focuses on integration ICT in Knowledge Building during the Digestion Lesson in the Fourth Grade and development of sustainable scientific skills. Starting from the observation that the teaching system implemented by practitioners in the framework of the teaching of digestion is not favorable to the representation of the phenomenon of swallowing in digestion and from the bad development of the targeted skills, we have based ourselves on all theories including the cognitivism of Siemens and Downes (2005) and the educational intervention of Yves Lenoir (2002) to show the influence of ICT on the development of sustainable scientific skills related to digestion in the CM1 class. In this sense we have formulated the general hypothesis that the integration of ICT in the construction of knowledge promotes the development of sustainable scientific skills in the CM1. The operationalization of this hypothesis has led us to two specific hypotheses: HR1: the implementation of the infusion model promotes the development of skills; HR2: The implementation of the refinement model contributes to the development of sustainable scientific skills. By convening a quasi-experimental approach with 20 CM1 students who have built sustainable scientific skills related to digestion by mobilizing infusion and refinement we have reached results that show in the light of the student test that this group In the case of the experimental group which had been taught with ICT to work well compared to the control group which had followed a classical lesson. In view of the results we can see that refinement is better than infusion. Keywords: integration of ICT, knowledge building, development of sustainable scientific skills.