Dispositif didactique d’évaluation des compétences et construction d’un savoir en SVTEEHB : le cas de l’enseignement de l’immunologie en classe de première « D » dans la région du centre au Cameroun

Abstract

In order to reduce school failure and professionalize secondary education, the Cameroonian education system has changed its pedagogical approach. The competency-based approach then adopted requires the immersion of the educational community concerned in a predominantly socio-constructivist pedagogical paradigm. Despite the efforts made by the competent authorities of the Ministry of Secondary Education, major obstacles persist, preventing the absorption of substantial educational technology for the achievement of the expected aims. The main difficulty highlighted during the initial surveys relates to the assessment of skills; indeed, the system currently implemented in the field has shortcomings that limit satisfactory performance. Combining descriptive, developmental and quasi-experimental research, the present study aims to make an inventory of the skills assessment process, to design a skills assessment system and to determine the influence of this process. device on the development of students' immunology skills. It is based on a theoretical field built around the socioconstructivism of Vygotski, and in a related way in particular the interactionism of Bruner, the activity of Leontiev, Engeström and Rogalski, as well as the referentialization of Figari. The work of researchers who have taken an interest in the competency-based approach (APC) and the assessment of competencies were the subject of our literature reviews. Among the collaborators participating in the study, it is necessary to retain in particular 5 pedagogical inspectors of SVT, 10 teachers of SVTEEHB in activity in first class and 50 learners in the course of immunology. The main results consisted of highlighting a lack of harmonization of the lexical field and language structures related to APC, the absence of a skills assessment system adapted to the local context and in accordance with the requirements the mobilization of the socio-constructivist paradigm as well as a need to improve the performance of students subject to the teaching system to be developed. Consequently, it will be up to the organic structure responsible for the educational supervision of SVTs, for example, to offer continuous training and follow-up in its educational area for members of the class group, teachers and students. All actors would willingly align themselves with the changes brought about by the new educational paradigm invoked (the APC) with a view to optimizing the process of evaluating skills for a robust construction of knowledge in immunology.