Analyse de l’enseignement de la Physique au 4ème cycle de l’enseignement fondamental : cas des ECOFO de la DPE Kirundo et Karusi
| dc.contributor.author | Murengerantwari, Joël | |
| dc.contributor.author | Sous la direction de : Pr. Banuza Alexis | |
| dc.date.accessioned | 2025-12-31T10:48:03Z | |
| dc.date.available | 2025-12-31T10:48:03Z | |
| dc.date.issued | 2025-11 | |
| dc.description | Mémoire présente et défendu publiquement en vue de l’obtention du diplôme de master en didactiques des sciences. option : physique | |
| dc.description.abstract | This thesis focuses on the teaching of physics in the 4th cycle of ECOFO. It aims to analyze the pedagogical methods used, the difficulties encountered by teachers, the errors found in textbooks, the qualifications of the teachers who teach this subject, as well as the conditions under which physics is taught. To achieve our objectives and to verify the hypotheses of this study, a questionnaire survey was conducted among 60 teachers of the 4th cycle in the DPEs of Kirundo and Karusi, in order to present the situation of the teaching–learning of physics at this level. In addition, an in-depth analysis of the textbooks (teacher’s guide and student’s book) for the physics component was carried out to identify possible errors. The results reveal a largely theoretical mode of instruction, limited by a lack of teaching materials, insufficient pedagogical training of teachers, curricula that are poorly adapted to students’ levels, and errors in the textbooks. Recommendations are proposed in this study to improve the quality of physics teaching and learning. Further studies could be conducted on the same topic by analyzing the current state of physics education in other basic schools or in boarding schools, with the aim of achieving high-quality physics instruction. | |
| dc.identifier.uri | https://repository.ub.edu.bi/handle/123456789/2177 | |
| dc.language.iso | fr | |
| dc.publisher | UB-ENS, IPA | |
| dc.title | Analyse de l’enseignement de la Physique au 4ème cycle de l’enseignement fondamental : cas des ECOFO de la DPE Kirundo et Karusi |