Environnements numériques d’apprentissage de la pollution des sols et ses conséquences et développement des compétences en sciences et technologies : cas des classes de 6e et 5e ESG du Lycée de Ngoa-Ekellé

Abstract

The subjects taught in secondary schools in Cameroon enable pupils to acquire knowledge, interpersonal skills and know-how and to develop skills using active methods. Digital teaching and learning aids can be used to facilitate the transmission and assimilation of this knowledge (SILVA, 2022). It should be noted that the development of skills and lifelong learning are essential for all individuals if they are to be socially integrated, autonomous and fulfilled. The need to develop skills in SVTEEHB is based on the fact that this discipline enables us to understand the world around us, to become aware of environmental issues, to develop critical thinking and informed decision-making, and to be prepared for the careers of the future. According to the community of practice theory, learning is no longer limited to the mental processes of individuals. It is associated with different practices in which the social and identity dimensions of learners are incorporated. Several studies have shown the positive impact of ICT on academic results (Djeumeni, 2010). There are many difficulties in teaching life and science studies, such as the complexity of the concepts, students' lack of interest in life and science studies, which students find boring, the lack of teaching materials and resources, etc. (Khadija, 2017). To overcome these difficulties, both teachers and students use various approaches and strategies that are constantly changing. In view of this, a digital learning environment (DLE) could be envisaged as a determining variable for the development of skills in SVTEEHB. This raises the question of what impact the use of a digital learning environment would have on the development of the SVTEEHB skills of fifth-year pupils. The research hypothesis of this study was to find out whether the use of a DLE during the teaching-learning process fosters the development of students' SVTEEHB skills. The general aim of our research was to evaluate and compare the impact of the ENA on the development of the SVTEEHB skills of fifth-year students, and more specifically on content relating to soil pollution and its consequences. An experiment was carried out on pupils in the 5th grade of the government high school of Ngoa-Ekellé in the city of Yaoundé using the pre-test and post-test model with an experimental group (15 pupils) and a control group (15 pupils). The comparison of means test (Student's t test) revealed that the experimental group who had benefited from teaching with ENA (tutorial and video) worked better than their counterparts in the control group. In addition, the tutorial developed skills better than the video.