Acquisition des notions de la circulation sanguine : Les élèves du cycle secondaire collégial comme étude de cas - Kbibch, Abdelouahed; El Khokh, Khalid (European Scientific Journal, ESJ, 2024)
FrÃ©quemment, la comprÃ©hension du concept du systÃ¨me circulatoire pose des problÃ¨mes, car il combine d’autres concepts biologiques tels que la nutrition et la respiration. Cette Ã©tude vise Ã Ã©valuer si les Ã©lÃ¨ves de la troisiÃ¨me annÃ©e du collÃ¨ge parviennent Ã saisir ce concept Ã la fin de lâ€™unitÃ© : Le sang et la circulation sanguine chez l’Homme, aprÃ¨s avoir Ã©tudiÃ© l’alimentation et la respiration, et mettre en Ã©vidence les principaux dÃ©fis liÃ©s Ã l’enseignement-apprentissage de la circulation sanguine au collÃ¨ge. Nous menons une Ã©tude exploratoire et descriptive avec une population de 100 Ã©lÃ¨ves provenant de deux collÃ¨ges situÃ©s dans la banlieue de Kenitra. Selon nos rÃ©sultats, les apprenants rencontrent des difficultÃ©s d’apprentissage Ã des degrÃ©s diffÃ©rents. Les difficultÃ©s rencontrÃ©es sont donc les suivantes : l’identification des veines et des artÃ¨res (86 %), l’ouverture ou la fermeture du modÃ¨le de circuit sanguin (64 %), le cÅ“ur comme une pompe ou une double pompe (64 %), les organes et les fonctions du systÃ¨me circulatoire ainsi que les composants du systÃ¨me circulatoire (32%). Beaucoup d’Ã©lÃ¨ves interrogÃ©s nÃ©gligent la question des dangers qui menacent le systÃ¨me circulatoire. On a enfin constatÃ© la confusion entre le systÃ¨me circulatoire et le systÃ¨me respiratoire. Le problÃ¨me rÃ©side dans la qualitÃ© de l’apprentissage des concepts de la circulation sanguine dans notre systÃ¨me Ã©ducatif. Elle a Ã©tÃ© reconnue comme un frein, soulignant l’importance cruciale du manque de mÃ©thodes pÃ©dagogiques appropriÃ©es pour prÃ©senter l’unitÃ© : La circulation sanguine chez lâ€™Homme. Frequently, the concept of circulatory system is difficult to understand since it brings together other biological concepts such as nutrition and respiration. This study aims to determine whether students in the third year of middle school manage to understand this concept at the end of the unit: Blood and blood circulation in humans, and to highlight the main challenges related to the teaching-learning of blood circulation in middle school as well as to describe all the ideas and obstacles encountered by the students involved. This is an exploratory and descriptive study. Our population is made up of 100 students from two colleges on the outskirts of Kenitra. Our results reveal that learners have acquisition problems to varying degrees. Thus, the percentages of difficulties encountered, in establishing the distinction between veins and arteries (86%), the opening or closing of the blood circuit model (64%), as well as the conception of the heart as a pump or as a double pump (64%), the organs and functions of the circulatory system as well as the components of the circulatory system (32%). Many students interviewed neglect the response to the risks that threaten the circulatory system. The confusion between the circulatory system and the respiratory system has finally been observed. The problem lies in the quality of learning of blood circulation concepts in our education system. It was recognized as a hindrance, highlighting the crucial importance of the lack of appropriate teaching methods to disseminate unity Blood circulation in humans.