Impact of the sudden change of the approach in sciences on the teaching-learning process in the first pedagogical humanities of Lubumbashi

Abstract

This article presents the situation of the teaching and learning of sciences (physics and chemistry) among pupils of first year of pedagogical humanities. This article is particularly interested in teachers holding the science course (physics and chemistry) and the impact of the sudden change from the Situation-Based Approache (SBA) to the Objective-Based Approach (OBA) on the development of basic skills and the teaching-learning process among students in the first of the pedagogical humanities in the Lubumbashi I sub-division. It first presents some weaknesses of the OBA and some interesting innovations of the SBA. Then, he is interested in the descriptive data taken from the questionnaires intended for students and teachers concerning two fields of information: 1) the success rate in science in the OBA 2) the perception of science by students in the OBA. The article also examines the relationships between the abrupt change of approaches and the variables of these two fields.