Contextualisation des fonctions d’étayage dans le triangle didactique et développement de la pensée historique chez les apprenants du sous cycle d’observation dans la ville de Yaoundé

Abstract

" Contextualisation of the underpinning functions in the didactic triangle and development of historical thinking in learners of the observation sub-cycle in the city of Yaoundé " is the title of this thesis in Didactics of History. According to the 2012 programs for the observation sub-cycle, the teaching of History is based on strengthening patriotism and developing critical thinking and attitudes. However, very little research into the Didactics of History emphasises the development of attitudes, which are behaviours that have become specific in the same way as citizenship. Teaching practices are based on the acquisition of notions and dates, without any real questioning of historical facts. According to Bruner (1983, 2011), for critical thinking to develop, learning must be situated in the interaction between teacher and learner. The aim of this thesis is to examine the functions of scaffolding through the contextualisation of teaching practices that promote the development of critical thinking in History among learners in the observation sub-cycle. In order to achieve this objective, the research is based on an explanatory paradigm, a quantitative design and a quasi-experimental approach. The target audience is Form 2 students through an experimental design with a control group. The data was collected using a school knowledge test. To analyse the data collected, the research used Student's t-test from SPSS software. The main results show that : - For H.R.1, Tcalculated (22.817) > Tread (1.664; p < 0.05); Alternative hypothesis accepted. This implies that the emancipatory function determines the level of development of historical thinking in learners. In other words, it is a factor in the learner's cognitive and socio-affective progress. - For H.R.2, Tcalculated (15.525) > Tread (1.664; p < 0.05); Alternative hypothesis accepted. This implies that when the teacher emphasises interrelations, interactions, insists on coaction and collaboration, this activity is a factor in the fertilisation of historical thinking. - For H.R.3, Tcalculated (14.429) > Tread (1.664; p < 0.05); Alternative hypothesis accepted. This implies that when the teacher draws attention to certain important aspects of the lesson, this form of questioning provokes intrinsic motivation in the child. These results show that when the teacher proposes activities in class that are adapted to the learner's conceptions, the learner becomes more involved in the process. Contextualising lessons therefore offers two advantages in History: the ability to take a step back and reflexivity. In History teaching, we need to be able to engage in a kind of strategic teaching that involves taking the initiative, processing a plethora of historical data and solving problems