Apports de l’apprentissage/enseignement contextualisés authentiques : perceptions des étudiants au cycle Diplôme Universitaire Technologique

Abstract

The movements for reform require a pedagogical approach which favour the contextualization of skills and the development of  competences which could potentially be used in various contexts. This article presents some of the results of the questionnaires administered to three technical streams of study. It has a double objective : the replies, treated separately, would attempt to reveal the tendency of the resulting scores compared to the contributions of the Situational Pedagogical Model. These results compared to the content of the open question, would then determine and control to what extent these perceptions strengthen, complement or contradict each other.