Radouane Aboufirass

Research in ​​educational innovation has generally focused on teaching practices. Innovation in our society carries many identities. In the collective imagination, it refers to our own representation of what is new. In our research work, we have focused on identifying the factors of innovation in the field of qualifying secondary education. We used a questionnaire of 78 items, structured in 5 areas: the conditions, the moments, the reasons, the domains, and the objects of experimentation of the new actions in teaching-learning. This questionnaire is administered to a sample of 149 teachers. We proceeded by a descriptive and exploratory research of mixed qualitative and quantitative type) The results of which showed the existence of personal factors and those which are in relation to the context and the working conditions in educational establishments, and which are points of reflection on the logic of school innovation. We can deduce that an analysis of the relationships that teachers have with innovation opens heuristic perspectives in terms of research and training in education.

In an EPS lesson, the student can learn in three different ways, including learning by doing, observing, or thinking; the last method will be the subject of our study, the objective of which is to show how a debate of ideas (sociocognitive conflict), between a group of students will make it possible to construct learning through the educational mediation of the teacher? So by verbalizing the problems encountered in learning situations and concretizing theoretical behaviors (proceduralization of knowledge), students will be able to learn in an autonomous and responsible manner (self-management). This expected result is one of the purposes of competence-based pedagogy as well as the pedagogical orientations, namely to train a citizen capable of developing powers of analysis and reflection and the ability to adapt (the national charter for education and training) Control groups were planned to facilitate comparison of the results. At the end of the experiment, we noticed that the students in the experienced groups made greater progress than those in the control groups. The progress that has been made by the experienced groups confirms the research hypothesis that the learning built by the students themselves through a collective project based on the verbalization of actions and problem solving is not only more profitable for the students but also for the teacher