This work presents the perception of the experimental approach by teachers of life and earth sciences in middle school. The results we have obtained show that this teaching practice is largely used to solve a problem and / or test a hypothesis. However, teachers mainly limit the experimental approach to experimentation, while overlooking the other stages of the OHERIC. Moreover, these teachers raised issues in implementing this method, in particular the development of hypotheses by the learners as well as their lack of critical thinking.
The present work proposes to focus on the information and communication technology in teaching cellular biology by implementing their contribution in the acquisition of the functioning of the cell. We also focused on the limits and challenges of these new technologies, in teaching this very particular discipline by its importance in the acquisition of biological sciences. We worked on five successive promotions of 160 students in total, holding a master's degree in biology or geology. The results of this study showed that the use of computer simulation in the teaching of cell biology led to a better acquisition of cell function by students. However, these technologies are to be used with some caution. All of these results are discussed in this article.
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