Impact of PROSIT on learning immunology in Tunisia
In this paper, we analyze the forms of the construction of knowledge among senior learners about immunity by self-assessing and problematizing the things they learned. However, it seems that the development of a didactic engineering that includes the concept of problem situation and, more broadly, the theory of didactic situations is based on the idea of adaptive learning and also conjures up the concept of epistemological obstacle whose relationship with adaptive learning is far from obvious. These different tensions lead us to argue for learning that is more about constructing problems than solving them and more about rational engagement than adaptation.
This work has highlighted the interest of the strategy of teaching immunology by adapting the PROSIT approach. It also made it possible to better clarify the nature of the obstacles in the students' understanding of the concepts; from these observations flow recommendations concerning the didactics of immunology and also the timing of the introduction of the concepts into the school curricula.Finally, the problem situation provides methodological aids to teachers, learning aids to students because it motivates the student and gives meaning to teaching.
Full Text:Subscribers Only
-Devasagayam, R., Johns-Masten, K., & McCollum, J. (2012). Linking information literacy, experiential learning, and student characteristics: Pedagogical possibilities in business education. Academy of Educational Leadership Journal, 16(4), 1.
-Entwistle, N. J., & Peterson, E. R. (2004). Conceptions of learning and knowledge in higher education: Relationships with study behaviour and influences of learning environments. International journal of educational research, 41(6), 407-428.
-Evershed, J. (2013). Factors That Greatly Influence Student Learning in Science Laboratories Remelioration and Inclusive Strategies to Create a Positive, Lasting Impact.
-Fridhi, A., & Bali, N. (2021). Science Education and Augmented Reality: Interaction of students with Avatars Modeled in Augmented Reality. International Journal of Environmental Science, 6.
-Fridhi, A., Bali, N., Rebai, N., & Kouki, R. (2020). Geospatial Virtual/Augmented Environment: Applications for Children with Pervasive Developmental Disorders. Neurophysiology, 52(3), 239-246.
-Fridhi, A., Benzarti, F., Frihida, A., & Amiri, H. (2018). Application of virtual reality and augmented reality in psychiatry and neuropsychology, in particular in the case of autistic spectrum disorder (ASD). Neurophysiology, 50(3), 222-228.
- Fullan, M. (2007). Leading in a culture of change. John Wiley & Sons.
Leder, G. C., & Forgasz, H. J. (2006). Affect and mathematics education: PME perspectives. In Handbook of research on the psychology of mathematics education (pp. 403-427). Brill Sense.
-Lindström, E., Juslin, P. N., Bresin, R., & Williamon, A. (2003). “Expressivity comes from within your soul”: A questionnaire study of music students' perspectives on expressivity. Research Studies in Music Education, 20(1), 23-47.
-Pandolfo, S. (2007). The burning' Finitude and the politico-theological imagination of illegal migration. Anthropological theory, 7(3), 329-363.
-Singer, F. M., & Voica, C. (2013). A problem-solving conceptual framework and its implications in designing problem-posing tasks. Educational Studies in Mathematics, 83(1), 9-26.
-Stefanovic, M. (2013). The objectives, architectures and effects of distance learning laboratories for industrial engineering education. Computers & Education, 69, 250-262.
-Tanriseven, I. (2014). A tool that can be effective in the self-regulated learning of pre-service teachers: The mind map. Australian Journal of Teacher Education, 39(1), 5.
-Winsløw, C. (2011). Anthropological theory of didactic phenomena: Some examples and principles of its use in the study of mathematics education. Un Panorama de TAD, CRM Docume, 117-138.
-Yung, B. H. W., Zhu, Y., Wong, S. L., Cheng, M. W., & Lo, F. Y. (2013). Teachers’ and students’ conceptions of good science teaching. International Journal of Science Education, 35(14), 2435-2461.
- There are currently no refbacks.
ISSN 15849422, 12211249