[ Pratiques pédagogiques des enseignants d’histoire-géographie et oubli chez les apprenants ]
Volume 27, Issue 1, August 2019, Pages 235–244
Ati-Mola TCHASSAMA1 and Abouboukari BODI2
1 Ecole Normale Supérieure (ENS) d’Atakpamé, Togo
2 Ecole Normale Supérieure (ENS) d’Atakpamé, Togo
Original language: French
Copyright © 2019 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The present work aims to relate teaching practices and forgetting in school activities. In fact, many learners are confronted with the phenomenon of forgetfulness that puts them in a situation of academic failure. We believe that forgetting in a learning situation depends on the teaching practices of the teachers. A survey was conducted among 15 History-Geography teachers and 150 of their students from the General Education Colleges of Kara commune. These were submitted to a classroom observation grid and a semi-directive interview guide. These results show that students retain their lessons better with teachers whose pedagogical practices are adapted.
Author Keywords: Teaching practices, learning, memory, forgetting.
Volume 27, Issue 1, August 2019, Pages 235–244
Ati-Mola TCHASSAMA1 and Abouboukari BODI2
1 Ecole Normale Supérieure (ENS) d’Atakpamé, Togo
2 Ecole Normale Supérieure (ENS) d’Atakpamé, Togo
Original language: French
Copyright © 2019 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
The present work aims to relate teaching practices and forgetting in school activities. In fact, many learners are confronted with the phenomenon of forgetfulness that puts them in a situation of academic failure. We believe that forgetting in a learning situation depends on the teaching practices of the teachers. A survey was conducted among 15 History-Geography teachers and 150 of their students from the General Education Colleges of Kara commune. These were submitted to a classroom observation grid and a semi-directive interview guide. These results show that students retain their lessons better with teachers whose pedagogical practices are adapted.
Author Keywords: Teaching practices, learning, memory, forgetting.
Abstract: (french)
Le présent travail vise à mettre en relation les pratiques pédagogiques et l’oubli dans les apprentissages scolaires. En effet, plusieurs apprenants sont confrontés au phénomène d’oubli qui les met dans la situation d’échec scolaire. Nous pensons que l’oubli dépend des pratiques pédagogiques des enseignants. Une enquête a été menée auprès de 15 enseignants d’histoire-Géographie et 150 de leurs apprenants des Collèges d’Enseignement Général de la commune de Kara. Ceux-ci ont été soumis à une grille d’observation en classe et à un guide d’entretien semi-directif. Il ressort de ces résultats que les étudiants retiennent mieux leurs leçons avec des enseignants dont les pratiques pédagogiques sont adaptées.
Author Keywords: Pratiques pédagogiques, apprentissage, mémoire, oubli.
How to Cite this Article
Ati-Mola TCHASSAMA and Abouboukari BODI, “Teaching Practices of History-Geography Teachers and Forgetting the Learners,” International Journal of Innovation and Applied Studies, vol. 27, no. 1, pp. 235–244, August 2019.
