Pratique de l’interdisciplinarité et construction du raisonnement géographique dans l’enseignement secondaire général au Cameroun : cas du lycée de la cite verte (Yaoundé).

Abstract

For most school subjects, the practice of interdisciplinarity is a recurring issue in educational science research and classroom practice where geography being a crossroads science is no exception. Indeed, the teaching of this discipline in high schools and colleges can no longer be done in isolation; it must involve related disciplines. This study adopted a hypothetico-deductive method which helped in the verification of hypotheses. In most countries of the world and Cameroon in particularly, with the emergence of new teaching/learning techniques where the learner is at the center of the construction of his own knowledge and where school curricula are oriented towards themes such as environmental issues, development problems impose the need to use new methods including interdisciplinarity. Results revealed that, interdisciplinarity is done in different levels: on the curriculum level; didactic and pedagogy permits learners to develop language and geographical reasoning. But the implementation of this approach is limited by both human and material obstacles. This study suggests that, teachers should be trained on the practices of interdisciplinarity in the classroom, seminars should be organised to optimise teachers’ capacity on the use of interdisciplinarity.