The Situational Problem as a Tool for the Digitization of Evaluation: The Case of Life and Earth Sciences
Abstract
The situational problem is one of the didactic tool used in the organization of learning activities and numerical assessment for the operationalization of the competency-based approach. The new institutional recommendations, in the curricula of Moroccan formal education, particularly in the second cycle of education for scientific disciplines, and specifically for the life and earth sciences, underline the importance of the activities of problem-based learning and assessment, in the development, in learners, of problem-solving skills (a skill of the 21st century). However, our work will assess the ability of learners to solve problematic situations in digital-assisted teaching. This observation led us to take an interest in the practice of problem-based evaluation among EL teachers and to conduct research aimed at elucidating their conceptions of problem-based evaluation. We opted for an exploratory methodology based on a questionnaire addressed to EL teachers as a means of collecting information, with the aim of identifying the degree of coherence and difference existing between what the teacher actually conceives and what that he must design didactically on the evaluation. This research work has made it possible to identify a certain gap in the transposition and digitization of this strategy from upstream (didactic research) to downstream (teaching practice).
Keywords: digitization, evaluation, situation-problem, problematization, problem solving.
Full Text:
PDFReferences
MABROUK E. H., BOUAYAD A., KHATTABI K. E., KORCHI A., AJDIR K., and OURAIAGLI M. Problems and strategy of educational development in Morocco. New Trends and Issues - Proceedings on Humanities and Social Sciences, 2019, 6(1): 430-439. https://www.researchgate.net/publication/342361662_Problems_and_strategy_of_educational_development_in_Morocco_Selection_and_peer_review_under_responsibility_of_Prof
MAGHNOUJ S., BÉLANGER J., CLARKE M., FORDHAM E., KITCHEN H., and MCGREGOR I. OECD Reviews of the Education Assessment Framework: Morocco. OECD Library, Paris, 2018. https://doi.org/10.1787/9789264301832-fr
PHILIPPE M. Apprendre... oui, mais comment? ESF, Paris, 1990. https://ent2d.ac-bordeaux.fr/disciplines/hotellerie/wp-content/uploads/sites/46/2017/07/NDL_Apprendre_Oui_Mais_Comment_C-Bonnet-5.pdf
ASTOLFI J.-P. Three research paradigms in didactics. Revue Française de Pédagogie, 1993, 103: 5-18. https://www.persee.fr/doc/rfp_0556-7807_1993_num_103_1_1293
FABRE, M. Situational problems and school knowledge. PUF, Paris, 1999.
HAMDANE K., BOUAGAGA S., and MAZOUAK A. Distance Learning in Moroccan Universities during Confinement Period from the Students’ Viewpoint. Journal of Hunan University (Natural Sciences), 2022, 49(6): 209-215. https://doi.org/10.55463/issn.1674-2974.49.6.21
MAZOUAK A., BASSIRI M., TRIDANE M., and BELAAOUAD S. E-evaluation of professional skills: Comparative study of different technological choices by video conference: Case of the CRMEF Taza. Journal of Information Technology Management, 2022, 14(3): 97-111. https://doi.org/10.22059/jitm.2022.88282
MAZOUAK A., BASSIRI M., TRIDANE M., and BELAAOUAD S. Technopedagogical evaluation of a digital device for the continuing training of teachers in Morocco: Case of the e-takwine platform. Journal of Information Technology Management, 2022 14(3): 112-126. https://doi.org/10.22059/jitm.2022.88287
REHHALI M., MAZOUAK A., and BELAAOUAD S. The digital assessment of learning: current situation and perspectives. Case of teachers of life and earth sciences. Journal of Information Technology Management, 2022, 14(3): 65-78. https://doi.org/10.22059/jitm.2022.87534
CHEKLI L. Professionalization in the skills-based approach: case of French (foreign language) teachers: secondary cycle. Master thesis, University of Rouen, 2010.
DEMERVAL R., & WHITE F. Vygotsky's psychology and the pedagogy of the problem situation. Spirale - Journal of Research in Education, 2009, 10-11: 29-37. https://www.persee.fr/doc/spira_0994-3722_1993_num_10_1_1752
DE KETELE, J.-M. The skills-based approach: beyond the debate of ideas, a need and a necessity to act. Spirale - Revue de Recherches en Éducation, 1993, 10-11: 37-48. https://spirale-edu-revue.fr/IMG/pdf/3_Demerval.pdf
XAVIER R., & DE KETELE J.-M. A pedagogy of integration. De Boeck University, Brussels, 2000.
Refbacks
- There are currently no refbacks.
