L’utilisation de l’enseignement mutuel au sein d’une classe de 1re ST2S en Biologie et Physiopathologie Humaines peut-elle apporter un bénéfice pour la mise en activité et l’implication des élèves ?

Abstract : A problematic task in the course of teaching often is to bring pupils to be actively involved in their work. We have looked for alternative pedagogy to enhance our pupils’ motivation and hence their involvment. We compared 2 methods : the classical "simultaneous" classroom, where a teacher vertically dispenses knowledge, and the "mutual" classroom, where each pupil acquires knowledge and becomes in turn mentor and mentee. Our hypothesis is that a mutual classroom could enhance pupils’motivation and involvment in a task. This hypothesis has been tested on 2nd year high school students in Human Biology and Physiopathology. When comparing a Control (simultaneous method) and Test (mutual method) group, we observe a significant positive effect of peer-mentoring on pupils’ feeling of motivation and usefulness. When evaluating posture, participation and written record, we also noted a significant benefit of our scheme. Considering Maslow’s pyramid of needs, we think that the differences in behaviours observed in the Test vs Control classes emerge from (un)completeness of this pyramid. The mutual classroom, by completing the pyramid, would motivate our students which in turn would improve their involvment in a designated task. In the future, it would be interesting to investigate the influence of a chosen pedagogy on retention of information.
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Master Thesis
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Céline Castanier, Céline Pichot Du Mézeray. L’utilisation de l’enseignement mutuel au sein d’une classe de 1re ST2S en Biologie et Physiopathologie Humaines peut-elle apporter un bénéfice pour la mise en activité et l’implication des élèves ?. Education. 2018. ⟨dumas-01982130⟩

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