Figure - uploaded by Bouchta El Batri
Content may be subject to copyright.
Contexts in source publication
Context 1
... represents a percentage of 63.15% of all existing middle schools at both directorates. Precisely 39 329 students continue their studies at the level of the schools studied (Table 1). From the outset and before any analysis, obviously, the first observation from Table 1 is the significant decrease in the percentage of schooling of girls in rural areas (38.47%), while that of boys represent 61.52%. ...Context 2
... 39 329 students continue their studies at the level of the schools studied (Table 1). From the outset and before any analysis, obviously, the first observation from Table 1 is the significant decrease in the percentage of schooling of girls in rural areas (38.47%), while that of boys represent 61.52%. Whereas at the urban level, these percentages are almost equal (50.81% of boys and 49.18% of girls). ...Context 3
... in particular, the absence of certain important types of EA. To do this, we explored the various problems and obstacles that could hinder the action of these clubs (material, administrative, security, etc. see Table 10). ...Context 4
... all the obstacles explored, only two types of obstacles significantly impede the execution of the EA already mentioned (Table 9). These are the material (financial) obstacles as well as the lack of initiatives on the part of the teachers (Table 10). Material barriers are felt more at the urban level (89.74%), whereas at the rural level, these obstacles represent 33.33% (Table 11). ...Context 5
... are the material (financial) obstacles as well as the lack of initiatives on the part of the teachers (Table 10). Material barriers are felt more at the urban level (89.74%), whereas at the rural level, these obstacles represent 33.33% (Table 11). Furthermore, 91.7% of clubs reported that there is absolutely no weak interaction of students with EA. ...Context 6
... to address security issues also need to be considered. Moreover, among the obstacles that significantly impede the implementation of EA are material obstacles (79.2%) and the lack of initiative on the part of teachers (58.3%) (Table 10). Nevertheless, the vast majority of clubs (91.7%) do not recognize the existence of weak interactions on the part of pupils as an obstacle. ...Context 7
... represents a percentage of 63.15% of all existing middle schools at both directorates. Precisely 39 329 students continue their studies at the level of the schools studied (Table 1). From the outset and before any analysis, obviously, the first observation from Table 1 is the significant decrease in the percentage of schooling of girls in rural areas (38.47%), while that of boys represent 61.52%. ...Context 8
... 39 329 students continue their studies at the level of the schools studied (Table 1). From the outset and before any analysis, obviously, the first observation from Table 1 is the significant decrease in the percentage of schooling of girls in rural areas (38.47%), while that of boys represent 61.52%. Whereas at the urban level, these percentages are almost equal (50.81% of boys and 49.18% of girls). ...Context 9
... in particular, the absence of certain important types of EA. To do this, we explored the various problems and obstacles that could hinder the action of these clubs (material, administrative, security, etc. see Table 10). ...Context 10
... all the obstacles explored, only two types of obstacles significantly impede the execution of the EA already mentioned (Table 9). These are the material (financial) obstacles as well as the lack of initiatives on the part of the teachers (Table 10). Material barriers are felt more at the urban level (89.74%), whereas at the rural level, these obstacles represent 33.33% (Table 11). ...Context 11
... are the material (financial) obstacles as well as the lack of initiatives on the part of the teachers (Table 10). Material barriers are felt more at the urban level (89.74%), whereas at the rural level, these obstacles represent 33.33% (Table 11). Furthermore, 91.7% of clubs reported that there is absolutely no weak interaction of students with EA. ...Context 12
... to address security issues also need to be considered. Moreover, among the obstacles that significantly impede the implementation of EA are material obstacles (79.2%) and the lack of initiative on the part of teachers (58.3%) (Table 10). Nevertheless, the vast majority of clubs (91.7%) do not recognize the existence of weak interactions on the part of pupils as an obstacle. ...Similar publications
We describe a neural-based method for generating exact or approximate solutions to differential equations in the form of mathematical expressions. Unlike other neural methods, our system returns symbolic expressions that can be interpreted directly. Our method uses a neural architecture for learning mathematical expressions to optimize a customizab...
Every year many scholars are funded by the China Scholarship Council (CSC). The CSC is a funding agency established by the Chinese government with the main initiative of training Chinese scholars to conduct research abroad and to promote international collaboration. In this study, we identified these CSC-funded scholars sponsored by the China Schol...
My purpose in writing this paper is to share some thoughts which emerged during and after the creation of the video Odette and I Are Dreaming. They concern not only the work itself, but also some of the ideas that have influenced its conception and creation. When viewed together, it is apparent that these ideas have formed the basis of a conceptual...
The difficulty recruiting competent teachers is widespread, and the status of the teaching profession is on the decline. Sweden is just one country with these problems. Using longitudinal register data for every teacher in Sweden born between 1972 and 1998, the present study investigates changes in teachers’ own school grades to clarify patterns of...
Time series analysis is a widespread task in Natural Sciences, Social Sciences, and Engineering. A fundamental problem is finding an expressive yet efficient-to-compute representation of the input time series to use as a starting point to perform arbitrary downstream tasks. In this paper, we build upon recent works that use the Signature of a path...
Citations
... In life and earth sciences, the frequent use of several active methods [25,72] and the reasoned diversification of teaching methods can be considered as positive indicators of effective learning [49,73]. With the student-centred teaching methods, students' environmental awareness and environmental perceptions can be fostered [61,62,[74][75][76]. ...
... The repeated use of traditional transmissive methods together with one teaching tool (course textbook) again is an indicator of less effective learning [49,73]. This kind of routine learning can also lead to students accepting any fixed knowledge. ...
... The very low proportion given by the teachers to the section "other methods" (0.3%) and "other tools" (0.5%) shows that the main teaching methods and tools used are those included in the questionnaire. These methods and tools have been validated and used in other recent studies [49,73]. The same goes for pedagogical approaches relating to environmental education. ...
In addition to identifying the pedagogical approaches favoured by teachers in environmental education, the study aims to reveal the impact of the teaching methods and tools used as well as the teaching difficulties encountered on the effectiveness of teachers’ pedagogical action, particularly in the “Scientific Awakening” course.The study concerns a sample of 636 primary school teachers from the urban and rural areas of the Fez-Meknes Regional Academy of Education in Morocco. The data was collected using a 37-item questionnaire covering the following variables: the teaching methods adopted, the preferred pedagogical approaches, the teaching material used, and the teaching difficulties encountered. The study fits under a descriptive correlational design. The most used teaching methods were the teacher-centred oral methods (dialogue and demonstration method) lacking learner-centred activities (working in small groups, discovery method). The least used ones were laboratory experiments and ICT-based demonstrations. The study shows that teachers who use active methods are the most aware of difficulties in teaching environmental issues and were the most capable of effectively solving learning problems and achieving pedagogical objectives. The study shows that Moroccan primary school teachers need in-service training for the adoption of a systemic and interdisciplinary pedagogical approach. In addition, to address the issue of the alarming failure to complete the “Scientific Awakening” program, we recommend continuous training for the benefit of teachers. This training should cover the appropriate active methods to effectively complete this program. Finally, the study underlined the need to solve the problem of the enormous lack of teaching tools. Certainly, this shortage significantly influences the pedagogical action of teachers regardless of the pedagogical methods adopted.
... In life and earth sciences, the frequent use of several active methods [25,72] and the reasoned diversification of teaching methods can be considered as positive indicators of effective learning [49,73]. With the student-centred teaching methods, students' environmental awareness and environmental perceptions can be fostered [61,62,[74][75][76]. ...
... The repeated use of traditional transmissive methods together with one teaching tool (course textbook) again is an indicator of less effective learning [49,73]. This kind of routine learning can also lead to students accepting any fixed knowledge. ...
... The very low proportion given by the teachers to the section "other methods" (0.3%) and "other tools" (0.5%) shows that the main teaching methods and tools used are those included in the questionnaire. These methods and tools have been validated and used in other recent studies [49,73]. The same goes for pedagogical approaches relating to environmental education. ...
Abstract: In addition to identifying the pedagogical approaches favoured by teachers in environmen�tal education, the study aims to reveal the impact of the teaching methods and tools used as well as the teaching difficulties encountered on the effectiveness of teachers’ pedagogical action, particularly
in the “Scientific Awakening” course.The study concerns a sample of 636 primary school teachers from the urban and rural areas of the Fez-Meknes Regional Academy of Education in Morocco. The
data was collected using a 37-item questionnaire covering the following variables: the teaching methods adopted, the preferred pedagogical approaches, the teaching material used, and the teaching difficulties encountered. The study fits under a descriptive correlational design. The most used teaching methods were the teacher-centred oral methods (dialogue and demonstration method) lacking learner-centred activities (working in small groups, discovery method). The least used ones
were laboratory experiments and ICT-based demonstrations. The study shows that teachers who use active methods are the most aware of difficulties in teaching environmental issues and were the most capable of effectively solving learning problems and achieving pedagogical objectives. The study shows that Moroccan primary school teachers need in-service training for the adoption of a systemic and interdisciplinary pedagogical approach. In addition, to address the issue of the alarming
failure to complete the “Scientific Awakening” program, we recommend continuous training for the benefit of teachers. This training should cover the appropriate active methods to effectively complete this program. Finally, the study underlined the need to solve the problem of the enormous lack of
teaching tools. Certainly, this shortage significantly influences the pedagogical action of teachers regardless of the pedagogical methods adopted.
... In life and earth sciences, the frequent use of several active methods [25,72] and the reasoned diversification of teaching methods can be considered as positive indicators of effective learning [49,73]. With the student-centred teaching methods, students' environmental awareness and environmental perceptions can be fostered [61,62,[74][75][76]. ...
... The repeated use of traditional transmissive methods together with one teaching tool (course textbook) again is an indicator of less effective learning [49,73]. This kind of routine learning can also lead to students accepting any fixed knowledge. ...
... The very low proportion given by the teachers to the section "other methods" (0.3%) and "other tools" (0.5%) shows that the main teaching methods and tools used are those included in the questionnaire. These methods and tools have been validated and used in other recent studies [49,73]. The same goes for pedagogical approaches relating to environmental education. ...
Citation: El Batri, B.; Maskour, L.; Ksiksou, J.; Jeronen, E.; Ismaili, J.; Alami, A.; Lachkar, M. Teaching Environmental Themes within the "Scientific Awakening" Course in Moroccan Primary School: Approaches, Methods and Difficulties. Educ. Sci. 2022, 12, 837.
... O cenário agrava-se no âmbito da sistemática e da taxonomia vegetal (Faria et al., 2016, de Mattos et al., 2019, Lhoussaine et al., 2020. Trata-se de ramos da ciência que estudam a diversidade de plantas, por meio da sua organização em grupos, com base em suas relações evolutivas, e desempenham importante papel na identificação, denominação e classificação das espécies vegetais (Souza & Lorenzi, 2012). ...
... Trata-se de ramos da ciência que estudam a diversidade de plantas, por meio da sua organização em grupos, com base em suas relações evolutivas, e desempenham importante papel na identificação, denominação e classificação das espécies vegetais (Souza & Lorenzi, 2012). Assim, a sistemática é essencial para nossa compreensão, ensino e comunicação sobre o mundo natural (Judd et al., 2009, Lhoussaine et al., 2020, considerando os aspectos da geodiversidade e da biodiversidade. Os conhecimentos da sistemática embasam, assim, a formulação de políticas e estratégias de conservação geológica e biológica frente ao seu rápido declínio (Lhoussaine et al., 2020). ...
... Assim, a sistemática é essencial para nossa compreensão, ensino e comunicação sobre o mundo natural (Judd et al., 2009, Lhoussaine et al., 2020, considerando os aspectos da geodiversidade e da biodiversidade. Os conhecimentos da sistemática embasam, assim, a formulação de políticas e estratégias de conservação geológica e biológica frente ao seu rápido declínio (Lhoussaine et al., 2020). ...
O ensino de botânica, em especial os conteúdos afins à taxonomia e sistemática vegetal, tem sido negligenciado na educação básica. Nota-se, em decorrência, o desinteresse e a desmotivação acentuados dos alunos para conteúdos botânicos. Na sociedade em geral, a defasagem do ensino reflete-se no fenômeno social dito “cegueira botânica”, no qual a diversidade de plantas é desapercebida no cotidiano das pessoas. Assim, a pesquisa visou a elaboração e o uso de estratégias e recursos educacionais que buscaram a adequada inserção de conteúdos de taxonomia e sistemática vegetal na educação básica. Foram elaborados e/ou utilizados recursos didáticos tais como modelos, atividades práticas e jogos que possibilitaram avançar em favor da inserção dos conteúdos para o público-alvo, reiterando a importância do lúdico no ensino de Ciências e Biologia.
