Introduire les situations complexes dans l'enseignement des sciences au cycle primaire : quel impact sur les résultats des élèves en termes d'efficacité et d'équité ? Expérience menée au Rwanda
(2014)
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- Abstract
- This study focuses on the impact of complex situations in science education on student outcomes in terms of efficacy and equity in a rwandan school context dominated by knowledge transmissive methods that do not promote skills development, required to transform a national economy that wants emerging in the medium term. Results of the study highlight the progress of student performance and reducing the gap between the lowest achievers (weak) and top performers (strong) from the practice of complex situational integration. In similar contexts to that of Rwanda, pedagogical tools forged by the African oral traditions such as stories, proverbs, riddles etc., can serve as resources to complex situations in order to make a cultural contextualization of knowledge.
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Citations
Sebaganwa, A. (2014). Introduire les situations complexes dans l’enseignement des sciences au cycle primaire : quel impact sur les résultats des élèves en termes d’efficacité et d’équité ? Expérience menée au Rwanda. https://hdl.handle.net/2078.5/53609