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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.


teaching strategy, teaching-learning, problem-situation, immune reaction, blood transfusion

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