Dr NGUESSAN Kouame, BEIBRO Amani Abel, IBO Clemence
Abstract: In this work, we are referring to the interests of students in lower secondary education classes relating to local knowledge tools in the learning of physics and chemistry. Considered as resources for authentic learning situations, these tools which are: tales, proverbs, games, and myths effectively contribute to building knowledge and developing high-level cognitive skills in the learner. . However, many learners ignore their contributions to teaching physics and chemistry in college. Here we present the results obtained from a questionnaire survey of 207 students in the first three levels of education in the college. Based on the examination of theories and acceptances of local knowledge tools, and on the assumption that learners most often have misconceptions of local knowledge tools, we measure individual interest and the situational interest of students using pre-post and point questionnaires. From this survey, it emerges that the students' interest in local knowledge tools strongly depends on family transmission, the teacher, their usefulness in class practices, and the cognitive engagement of the student. student to ensure the success of the activity.
The results obtained give real hope for the improvement of teaching / learning of physics and chemistry in the first cycle of secondary education. However, this study recommends didactic and pedagogical strategies to be used by the teacher to help the student understand, to make connections with concepts and concepts already learned in other disciplines for a cognitive engagement of the latter. in the use of these tools in physics-chemistry classroom activities in college.
Keywords: Local knowledge tools, Student interest, junior high school, academic performances, Didactics