Prise en compte des représentations des apprenants dans l’enseignement de la mécanique suivant le modèle centré sur les habiletés d’investigations scientifiques et les performances des élèves.

Abstract

Our research topic is entitled: ’’taking into consideration the representations and performance of learners in the teaching of mechanics following a model Centered on Scientific Investigation Abilities (C.H.I.S).’’ Our postulate is based on one of Jean Pierre Astolfi’s assertion who thinks that varying teaching methods implies that a single teaching method is not a guarantee of absolute success to students; hence the relevance of the implementation of the didactic Centered on the Scientific Investigation of Abilities. Furthermore, the teaching of Physics in general and its mechanical part in particular, continues to pose many problems in Cameroon and it is partly caused of the lack of enthusiasm of the students who choose scientific studies. This situation largely justifies the relatively low success rate of our students in official exams. It’s the reason why we have chosen to examine the influence of representations of learners in the implementation of the C.H.I.S model and the following question: does the fact of taking into consideration the representations of learners in the teaching of mechanics following the model C.H.I.S affect students’ academic performance? To answer this question we built an issue around the following three questions.  Do the representations of learners in mechanic affect their performance?  Does the C.H.I.S method significantly improve the performance of learners in mechanic?  Does the fact of taking into consideration the representations of learners in the teaching of mechanics following the model C.H.I.S affect learners’ academic performance? To bring light to these new questions, we conducted survey at Lycée de la Cité Verte Yaoundé. We worked with a sample of 60 individuals that we divided into two groups: The fist 30 learners were taught without taking into consideration their representations whereas we took into consideration the representations of the second group, for the collection of data. We used an interview guide that we later on exploited as part of a content analysis. We also submitted the learners to a formative evaluation which results have been used in a statistical analysis. At the end of our research, we verifier all our hypothesis. These results enabled us to issue some suggestions to the main actors of our educational system.