Contextualisation des apprentissages en SVTEEHB et développement d’un savoir-agir compétent : Le cas d’une leçon d’hygiène de la peau en classe de 4ème au Collège Paul Momo.

Abstract

The study we conducted focuses on the importance of linking learning to concrete situations in and the development of competent action knowledge and the development of a competent know-how among students. Based on the observation that the teaching approach implemented by teachers in the context of a lesson on diseases related to skin exfoliation and hygiene is not conducive to the development of practical skills, this proposal aims to assist teachers in finding a robust framework. This study is based on a set of theories, including Chevallard's didactic transposition theory (1985) and Sensevy & Meirieu's joint action theory in didactics (2007), to analyze how the contextualization of learning in SVT (Life and Earth Sciences) can promote the development of competent know-how among students. The main objective of our study is to evaluate the influence of social, historical, and environmental contextualization on the development of competent know-how among learners. To achieve this, we formulated the main hypothesis that the contextualization of learning promotes the development of a competent know-how among students regarding hygiene practices for the skin. Thus, the operationalization of this hypothesis leads us to formulate the following three specific hypotheses: HS1: social contextualization promotes the development of a competent know-how among students; HS2: historical contextualization promotes the development of a competent know-how among students; HS3: environmental contextualization promotes the development of a competent know-how among students. To confirm our hypotheses, we worked with two groups consisting of fifteen students each, including a control group and an experimental group drawn from the overall class of fourth-grade students. Starting from the main question: what is the influence of the contextualization of learning on the development of competent know-how among students regarding hygiene practices for the skin? Our methodology is based on a quasi-experimental study and mixed research. Data collection was carried out using a framework consisting of tests (pre-test, post-test) and an observation grid. Through quantitative analysis (Student's t-test and Excel software) and qualitative analysis (content analysis) of the data, the results obtained indicate that the experimental group developed competent know-how due to the contextualization of content across three dimensions of context (social, historical, and environmental) according to Hasni.