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

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).