Improvement of Teaching Geological Maps and Cross-Sections in the Second-Year Science Classes of Upper General Secondary Education Schools (High School, SEC And PSC) in the City of Tahoua, Niger
Year: 2025
Type: article
Study design: Observational Study
Abstract: This work aims to contribute to the improvement of the teaching of geological maps and cross-sections in the second-year science classes (1st C and 1st D) of upper general secondary education schools in Niger, particularly in the city of Tahoua. Twenty-four Life and Earth Sciences teachers who are used to holding second-year science classes in fifteen public and private establishments (High school, SEC, PSC) are subjected to a questionnaire. The results of this study showed that the teaching of geological maps and cross-sections is faced with several difficulties. Indeed, 75% of teachers have insufficient initial and/or continuing training on geological maps and cross-sections. 87.50% of teachers highlight the lack and/or insufficiency of teaching resources necessary to deal with this theme, hence a massive use of the internet to prepare lessons. Further-more, this study showed that teachers have shortcomings in mastering the content to be taught because only 50% know how to correctly read a geological map, 12/24 teachers do not master the construction of a geological cross-sections and a significant number of teachers (37.50%) surveyed are unaware of the usefulness of geological maps and cross-sections. As a result, 50% of teachers are not able to apply the didactic approach (ASEI/PDSI) recommended for science teaching in Niger. To address these shortcomings, recommendations were made: the selection of teacher profiles adapted to these classes, continuous training, the development of appropriate textbooks, and the use of Information and Communication Technologies for Education (ICTE).
Institutions: Université Djibo Hamani, Université Abdou Moumouni
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4416128690