Main Article Content
The literature published on the use of the problem-based approach (PBA) in higher education (Frenay, 2005 / Lebrun 2006 / Ramsden 2009) shows that this teaching practice significantly improves student learning, especially in studies medical and engineering.
Indeed, breaking with transmissive pedagogical practices, the PBA motivates learners more, gives meaning to their learning and improves the application of knowledge learned at School in the professional world. It therefore seems that the use of the PBA improves the quality of training provided to students (Frenay, 2005).
Can this innovative teaching practice be applied to secondary education and under what conditions?
In this communication, we will present the results of an empirical survey carried out in 2011 by the EDIPS laboratory (University of Tunis) on a sample of high schools located in the Tunis region (Case of science education).
They show that, modulo the training of the teachers, and the existence of documentation made available to the pupils, the use of the PBA in the teaching of sciences develops the autonomy of the pupils, improves their motivation for the studies as well than their involvement in school work. The PBA also makes it possible to achieve the complex objectives of Bloom's taxonomy, such as application, evaluation, analysis, synthesis
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
- Chabchoub, A (2004). Introduction à la pédagogie universitaire. Tunis : Atured
- Chabchoub, A (2006). Introduction à la pédagogie numérique. Tunis : Atured
- Chabchoub, A (2006). Enseigner à l'Université. Tunis : Atured
- Chabchoub, A (2006). Quelles compétences pédagogiques pour dispenser un enseignement efficace ? Tunis : Atured
- Crahay, M (2000). L'école peut-elle être juste et efficace ? Bruxelles : De Boeck
- De Vecchi, G. (2000). Banque de données de situations-problêmes en SVT. Paris : Nathan
- Evenson & Hmelo, (2000). Problem based learning. Mahwah : Lea
- Frenay, M (2005). L'approche par problêmes. Louvain : CPU
- Lebrun, M (2006). Les TIC pour enseigner et apprendre. Bruxelles : De Boeck
- Proulx, L (1999). La résolution des problèmes en enseignement. Bruxelles: De Boeck
- Ramsden (2009). A performance indicators in teaching quality. Studies in Higher Education, 16, 129-150.
- Wigfield, A (2002). Development of achievement motivation. San Diago: Academic Press.