[ Stratégies didactiques de l’éducation environnementale en RD Congo: Les pratiques enseignantes au degré terminal de l’Enseignement primaire dans la ville de Bunia (Province de l’Ituri) ]
Volume 39, Issue 2, April 2023, Pages 917–926
Cwinya’ay Wong’a Pascal1, Niyonkuru Charles2, and Bapolisi Bahuga Paulin3
1 Chef de travaux, Institut Supérieur Pédagogique de Bunia, Province de l’Ituri, ville de Bunia, RD Congo
2 Docteur en Gestion des Ressources Naturelles, Professeur à l’Université du Burundi, Burundi
3 Département de Psychopédagogie, Institut Supérieur pédagogique (ISP), RD Congo
Original language: French
Copyright © 2023 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.
In D.R. Congo, environmental degradation remains visible even though the primary school curriculum includes Environmental Education (EE) as a subject to be taught to school children. This situation worries the educational actors and shows that primary school teachers do not positively influence their pupils to become national actors of environmental protection. The aim of this study is to explore the didactic strategies that teachers use in teaching Environmental Education in the final grade of primary school. It was conducted in the city of Bunia, in the province of Ituri, a region rich in natural resources. According to the main findings, 68.5% of the teachers still use traditional methods during environmental education lessons, 96.8% of the teachers do not apply the approaches and strategies of Environmental Education and Sustainable Development (EESD Strategies) in their respective lessons, 85.7% of the teachers plan the content of the curriculum to be taught according to the vertical plan, 89.5% of the teachers apply the objective approach while neglecting the competency-based approaches. The seniority of the teachers and the management regime influence their didactic strategies. The constraints noted are pedagogical, material and administrative. In order for teachers to improve their didactic strategies, they will have to undergo continuous training in the didactics of Environmental Education and Sustainable Development in the professional environment.
Author Keywords: strategy, didactic, environment, education, primary education.
Volume 39, Issue 2, April 2023, Pages 917–926
Cwinya’ay Wong’a Pascal1, Niyonkuru Charles2, and Bapolisi Bahuga Paulin3
1 Chef de travaux, Institut Supérieur Pédagogique de Bunia, Province de l’Ituri, ville de Bunia, RD Congo
2 Docteur en Gestion des Ressources Naturelles, Professeur à l’Université du Burundi, Burundi
3 Département de Psychopédagogie, Institut Supérieur pédagogique (ISP), RD Congo
Original language: French
Copyright © 2023 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
In D.R. Congo, environmental degradation remains visible even though the primary school curriculum includes Environmental Education (EE) as a subject to be taught to school children. This situation worries the educational actors and shows that primary school teachers do not positively influence their pupils to become national actors of environmental protection. The aim of this study is to explore the didactic strategies that teachers use in teaching Environmental Education in the final grade of primary school. It was conducted in the city of Bunia, in the province of Ituri, a region rich in natural resources. According to the main findings, 68.5% of the teachers still use traditional methods during environmental education lessons, 96.8% of the teachers do not apply the approaches and strategies of Environmental Education and Sustainable Development (EESD Strategies) in their respective lessons, 85.7% of the teachers plan the content of the curriculum to be taught according to the vertical plan, 89.5% of the teachers apply the objective approach while neglecting the competency-based approaches. The seniority of the teachers and the management regime influence their didactic strategies. The constraints noted are pedagogical, material and administrative. In order for teachers to improve their didactic strategies, they will have to undergo continuous training in the didactics of Environmental Education and Sustainable Development in the professional environment.
Author Keywords: strategy, didactic, environment, education, primary education.
Abstract: (french)
En R.D. Congo la dégradation de l’environnement reste visible alors que le programme de l’enseignement primaire prévoit l’Education Environnementale (E.E) comme matière à enseigner aux écoliers. Cette situation inquiète les acteurs éducatifs et montre que les enseignants du primaire n’influencent pas positivement leurs élèves à devenir des acteurs nationaux de la protection de l’environnement. L’objectif de cette étude est d’explorer les stratégies didactiques que les enseignants mettent en place dans l’enseignement de l’Education environnementale au degré terminal de l’enseignement du primaire. Elle a été menée dans la ville de Bunia, en province de l’Ituri, une région très riche en ressources naturelles. D’après les principaux résultats obtenus, 68,5% des enseignants recourent encore aux méthodes traditionnelles pendant les leçons de l’éducation environnementale, 96,8% des enseignants n’appliquent pas les approches et stratégies de l’Education Environnementale et du Développement Durable (Stratégies EEDD) dans leurs leçons respectives, 85,7% des enseignants prévoient le contenu du programme à enseigner selon le plan vertical, 89,5% des enseignants appliquent l’approche par objectif tout en négligeant les approches par compétence. L’ancienneté des enseignants et le régime de gestion influencent leurs stratégies didactiques. Les contraintes relevées sont d’ordre pédagogique, matériel et administratif. Pour que les enseignants améliorent leurs stratégies didactiques, ils devront être soumis à une formation continue en didactique de l’Education Environnementale et du Développement Durable en milieu professionnel.
Author Keywords: stratégie, didactique, education, environnementale, enseignement primaire.
How to Cite this Article
Cwinya’ay Wong’a Pascal, Niyonkuru Charles, and Bapolisi Bahuga Paulin, “Didactic strategies of environmental education in DR Congo: Teaching practices at the final level of primary education in the city of Bunia (Province of Ituri),” International Journal of Innovation and Applied Studies, vol. 39, no. 2, pp. 917–926, April 2023.
