Study of institutional cognitive dynamics relating to the teaching and learning ohm's law in Benin

This research analyzed the curricular dynamics relating to the teaching and learning of Ohm's law in Benin. It is useful for laying the foundations for understanding the role of the prescribed curriculum in the many problems highlighted with regard to the teaching and learning of Ohm's law. To this end, it analyzed the prescribed curriculum relating to Ohm's law in the light of Franklin Bobbitt's curriculum theory (Mœglin and Chaptal, 2016) and the methodological framework proposed by Barthès (2022) for analyzing curriculum systems. Research in physics education analyses content as it relates to teaching and learning in the school subject of physics. There is a wealth of research on physical concepts and laws, highlighting the problems associated with teaching and learning them, while attempting to propose solutions to mitigate these problems. Among these difficulties are institutional problems in the organization of teaching and learning of physical laws and concepts, as well as dysfunctions in the organizational implementation of the subject of physics. The question that arises is: to what extent does the prescribed curriculum contribute to the many problems identified in the teaching and learning of Ohm's law? The methodology consisted of a diachronic analysis of curricula and study guides from 1960 to 2020, focusing on axiological and epistemological dimensions. The results indicate that study programs relating to Ohm's law have evolved in a somewhat chaotic manner, both in terms of teaching paradigms, in terms of topics ranging from energetic to electrokinetic via electrostatic, in terms of the vague definitions of Ohm's law, and in terms of curriculum guidelines. This institutional curricular dynamic is likely to create instability in the implementation of Ohm's law in institutional subjects, which should be explored.