{"id":4482,"date":"2025-06-18T18:58:19","date_gmt":"2025-06-18T18:58:19","guid":{"rendered":"https:\/\/ijssass.com\/journal\/approche-par-les-situations-une-methode-efficiente-pour-induire-le-changement-conceptuel-de-connaissances-sur-les-notions-preliminaires-dhydrostatique\/"},"modified":"2025-06-18T19:58:51","modified_gmt":"2025-06-18T19:58:51","slug":"approche-par-les-situations-une-methode-efficiente-pour-induire-le-changement-conceptuel-de-connaissances-sur-les-notions-preliminaires-dhydrostatique","status":"publish","type":"post","link":"https:\/\/ijssass.com\/journal\/approche-par-les-situations-une-methode-efficiente-pour-induire-le-changement-conceptuel-de-connaissances-sur-les-notions-preliminaires-dhydrostatique\/","title":{"rendered":"Approche par les situations : une m\u00e9thode efficiente pour induire le changement conceptuel de connaissances sur les notions pr\u00e9liminaires d’hydrostatique"},"content":{"rendered":"

This article was originally published as: Approche par les situations : une m\u00e9thode efficiente pour induire le changement conceptuel de connaissances sur les notions pr\u00e9liminaires d’hydrostatique<\/strong><\/p>\n

Original Article Link: Read Original Article<\/a><\/p>\n

Download PDF: Click Here to Download PDF<\/a><\/p>\n

Abstract<\/h2>\n

R\u00e9sum\u00e9<\/p>\n

Cette \u00e9tude comparative entre le syst\u00e8me traditionnel d’enseignement et l’approche par les situations montre que cette derni\u00e8re est plus efficiente. Elle donne de meilleurs r\u00e9sultats d’approbation des connaissances sur les notions pr\u00e9liminaires d’hydrostatique. Deux groupes de contr\u00f4le ont \u00e9t\u00e9 utilis\u00e9s pour \u00e9valuer ces m\u00e9thodes.<\/p>\n

Abstract<\/p>\n

This comparative study between the traditional teaching system and the situation-based approach shows that the latter is more efficient. It gives better results in approving knowledge on the preliminary notions of hydrostatics. Two control groups were used to evaluate these methods.<\/p>\n

Keywords: Traditional system, situation-based approach, teaching, Kinshasa, Democratic Republic of Congo<\/p>\n

Authors<\/h2>\n
    \n
  • Paul M\u2019pong Mbakam (Institut Sup\u00e9rieur des Techniques Appliqu\u00e9es, Kinshasa, R\u00e9publique D\u00e9mocratique du Congo)<\/li>\n
  • Ensole Pierre Mbongompasi Mabe (Institut Sup\u00e9rieur des Techniques Appliqu\u00e9es, Kinshasa, R\u00e9publique D\u00e9mocratique du Congo)<\/li>\n
  • Fiston Masikini Bombamu (Universit\u00e9 M\u00e9thodiste John Wesley, Kinshasa, R\u00e9publique D\u00e9mocratique du Congo)<\/li>\n
  • Roger Mbuyamba Tshiunza (Universit\u00e9 P\u00e9dagogique Nationale, Kinshasa, R\u00e9publique D\u00e9mocratique du Congo)<\/li>\n
  • Joseph Cimbela Kabongo (Universit\u00e9 P\u00e9dagogique Nationale, Kinshasa, R\u00e9publique D\u00e9mocratique du Congo)<\/li>\n
  • Symphorien Kabasele Nkongolo (Universit\u00e9 Chr\u00e9tienne Cardinal Malula, Kinshasa, R\u00e9publique D\u00e9mocratique du Congo)<\/li>\n
  • God\u2019el Kinyoka Kabalumuna (E.Universit\u00e9 P\u00e9dagogique de Kananga, Kananga, R\u00e9publique D\u00e9mocratique du Congo)<\/li>\n<\/ul>\n

    Keywords<\/h2>\n

    Syst\u00e8me traditionnel, approche par les situations, enseignement, Kinshasa, R\u00e9publique D\u00e9mocratique du Congo<\/p>\n

    References<\/h2>\n
      \n
    1. Makutu, L. (2018). L’impact de l’approche par les situations sur l’apprentissage des sciences en RDC. Revue Congolaise d’\u00c9ducation, 12(2), 45-60.<\/li>\n
    2. Nkulu, M., & Mbala, A. (2015). L’enseignement des sciences par l’approche par les situations : une \u00e9tude de cas dans les \u00e9coles secondaires de Kinshasa. \u00c9ducation et D\u00e9veloppement, 28(3), 77-91.<\/li>\n
    3. Kizoba, P., & Lwamba, J. (2012). L’approche par les situations dans l’enseignement des sciences en Afrique : d\u00e9fis et perspectives. African Journal of Education, 15(1), 102-115.<\/li>\n
    4. Fwamba, S., & Tshibambe, N. (2020). La formation des enseignants \u00e0 l’approche par les situations : \u00e9tude de cas dans les \u00e9coles primaires de la province de Kinshasa. Revue Congolaise de P\u00e9dagogie, 18(4), 209-225.<\/li>\n
    5. Ministry of Education, RDC. (2019). Plan strat\u00e9gique pour l’am\u00e9lioration de l’enseignement des sciences en R\u00e9publique d\u00e9mocratique du Congo. Kinshasa : Minist\u00e8re de l’\u00c9ducation Nationale.<\/li>\n
    6. Lwabeya, K. (2016). Les d\u00e9fis de l’enseignement des sciences en Afrique subsaharienne : une perspective congolaise. In Actes du Colloque International sur l’\u00c9ducation en Afrique (pp. 134-149). Brazzaville : Presses Universitaires Africaines.<\/li>\n
    7. Tshibangu, A. (2014). L’importance de l’approche par les situations dans l’enseignement des sciences en RDC : perspectives pour le d\u00e9veloppement de l’\u00e9ducation. \u00c9ducation et Soci\u00e9t\u00e9 en Afrique, 22(2), 88-104.<\/li>\n
    8. Lusanga, M., & Nkongolo, J. (2011). \u00c9tude comparative de l’efficacit\u00e9 de l’approche par les situations et de l’enseignement traditionnel des sciences : le cas des \u00e9coles secondaires \u00e0 Lubumbashi. Revue Congolaise des Sciences de l’\u00c9ducation, 10(3), 55-72.<\/li>\n
    9. Kasongo, B. (2013). Impact de l’approche par les situations sur la motivation et la performance des \u00e9l\u00e8ves en sciences : une \u00e9tude de cas \u00e0 Kinshasa. \u00c9ducation et D\u00e9veloppement, 26(1), 35-48.<\/li>\n
    10. Mbuyu, P., & Kabemba, D. (2017). L’enseignement des sciences en R\u00e9publique d\u00e9mocratique du Congo : entre tradition et innovation p\u00e9dagogique. Kinshasa : Presses Universitaires de Kinshasa.<\/li>\n<\/ol>\n","protected":false},"excerpt":{"rendered":"

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