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ABSTRACT Background: This work is rooted in observations and findings on the teaching and learning of mechanics in high school. Indeed, in different educational systems, researchers have shown that the mechanics is an educational content perceived by learners as arduous and difficult. Objectives: this research aims to locate the sources of the difficulties encountered by some students of second year Baccalaureate physical sciences. Methods: we used two methods: a method of ideas generation, to know the Nominal Group Technique and the questionnaire pencil / paper based on the former. Results: The data obtained revealed that the prerequisites are overestimated although students have already learnt the course of mechanics in the programs during common core and first year baccalaureate, they still have difficulties in the assimilation of basic concepts on this topic. Conclusions: thefindings of the questionnaire and the NGT are similar and complementary .It becomes clearthat using NGT and the questionnaire are efficient tools to diagnose high school students ‘difficulties and obstacles in mechanics. So, NGT can be used not only in identifying students’ problems with scientific notions, but also in other subjects. Keywords: Nominal Group Technique (NGT), classical mechanics, physics, nominal question.
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American Journal of innovative Research & Applied Sciences
