The Situational Problem as a Tool for the Digitization of Evaluation: The Case of Life and Earth Sciences

Abstract

The situational problem is one of the didactic tool used in the organization of learning activities and numerical assessment for the operationalization of the competency-based approach. The new institutional recommendations, in the curricula of Moroccan formal education, particularly in the second cycle of education for scientific disciplines, and specifically for the life and earth sciences, underline the importance of the activities of problem-based learning and assessment, in the development, in learners, of problem-solving skills (a skill of the 21st century). However, our work will assess the ability of learners to solve problematic situations in digital-assisted teaching. This observation led us to take an interest in the practice of problem-based evaluation among EL teachers and to conduct research aimed at elucidating their conceptions of problem-based evaluation. We opted for an exploratory methodology based on a questionnaire addressed to EL teachers as a means of collecting information, with the aim of identifying the degree of coherence and difference existing between what the teacher actually conceives and what that he must design didactically on the evaluation. This research work has made it possible to identify a certain gap in the transposition and digitization of this strategy from upstream (didactic research) to downstream (teaching practice). Keywords: digitization, evaluation, situation-problem, problematization, problem solving. https://doi.org/10.55463/issn.1674-2974.50.3.5