The Problem-Based Approach (PBA) A good practice to improve the Quality of learning
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Abstract
The literature published on the use of the problem-based approach (PBA) in higher education (Frenay, 2005 / Lebrun 2006 / Ramsden 2009) shows that this teaching practice significantly improves student learning, especially in studies medical and engineering.
Indeed, breaking with transmissive pedagogical practices, the PBA motivates learners more, gives meaning to their learning and improves the application of knowledge learned at School in the professional world. It therefore seems that the use of the PBA improves the quality of training provided to students (Frenay, 2005).
Can this innovative teaching practice be applied to secondary education and under what conditions?
In this communication, we will present the results of an empirical survey carried out in 2011 by the EDIPS laboratory (University of Tunis) on a sample of high schools located in the Tunis region (Case of science education).
They show that, modulo the training of the teachers, and the existence of documentation made available to the pupils, the use of the PBA in the teaching of sciences develops the autonomy of the pupils, improves their motivation for the studies as well than their involvement in school work. The PBA also makes it possible to achieve the complex objectives of Bloom's taxonomy, such as application, evaluation, analysis, synthesis
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