The importance of using the similarity strategy as an educational tool to enrich the curriculum of physical sciences for the secondary stage in Algeria.

Abstract

In this research، we have conducted an analytical study of the physics curriculum for secondary school in Algeria in order to know the extent to which these curricula use analogy as a teaching strategy to explain some complex phenomena and understand difficult concepts. For this، we conducted an interview with some secondary school physics teachers، numbering fifteen "15" belonging to different high schools، to know their opinion about the representations included in the curriculum، is their number sufficient، and does it really help in understanding complex phenomena and thus improving the quality of education. We concluded that analogy plays an effective role and thus develops curricula by enriching them with the use of a greater number of relevant analogies، to facilitate understanding for students.

Given the effective role of analogy as an educational strategy، we defined analogy، the limits of its use، and reinforced this approach by addressing previous studies on the role and impact of analogy on students' comprehension of some difficult phenomena and concepts. Because countries develop their curricula periodically، to keep pace with scientific and technological development in order to improve the level of quality of learning، we first presented a definition of the curriculum، the foundations and methods adopted in its construction and development، and the objectives set for it، in order to improve the quality of education