Authors : Emmanuël Ramiandrisoa; Lydia Rasoarinivo; Dr. Faly Tinasoa Andrianandrasanirina

Volume/Issue : Volume 11 - 2026, Issue 5 - May

Google Scholar : https://tinyurl.com/mwjuertk

Scribd : https://tinyurl.com/427rvrda

DOI : https://doi.org/10.38124/ijisrt/26may2146

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study stems from the observation of difficulties in teaching and learning Physical and Chemical Sciences (PCS) and Life and Earth Sciences (LES) due to the lack of laboratory equipment and infrastructure. The objective of this research is to find solutions to improve students' acquisition of knowledge. Data was collected through questionnaires (administered to students and teachers) and an analysis of textbooks. This research revealed that, due to the lack of laboratory infrastructure, teaching materials, and the inadequacy of teachers' academic and professional training, they generally resort to lecture-based teaching methods, which do not allow students to contribute their opinions. Furthermore, classroom experimentation is not incorporated into lessons, even though students believe it fosters the genuine construction of scientific knowledge.

Keywords : Physical and Chemical Sciences; Life and Earth Sciences; Learning; Appropriation of Knowledge.

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