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The teaching of Earth Sciences (ES) is particularly delicate and seems to be problematic for both learners and Moroccan teachers for multiple reasons. Based on this observation, this study aims at identifying the difficulties related to the teaching of ES by exploring the points of view of the Moroccan teachers toward this field. As an investigativ...
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A comparative analysis of the ecological (environmental) educational component of the training in students of Natural Science Departments (Chemistry, Biology, Earth Sciences, Ecology) and future teachers of natural sciences has been carried out. The general and professional competences, program results of training, and applicants training education...
The Nature Science teaching must consider the sociocultural context and the previous knowledge students, in association the use of proper educational resources, can contribute to the greater internalization and appropriation of knowledge that goes beyond the programmatic content. Besides the bibliographical survey about the Cognitive Theory of Lear...
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... However, there is a notable gap in the literature regarding the specific evaluation practices of teachers in non-Western contexts (Contino, 2013;Park, 2005;Roseman et al., 2010;Sun et al., 2021;Yu et al., 2022), particularly in Morocco, where educational reforms and language challenges present unique scenarios for textbook use (Aidoun et al., 2022;Salaheddine Saayoun, 2023;Yousfi et al., 2014). Despite global efforts to align curricula with textbooks, practical challenges, such as resource limitations and linguistic diversity, often disrupt this alignment in middle and high school settings in the MENA region (Chakour et al., 2019;Khine, 2013). A notable misalignment between biology curricula and textbooks underscores the general independence of textbooks from official curricula (Wijngaards-de Meij & Merx, 2018), (La Marca et al., 2000;Squires, 2012), (Lebrun, 2006). ...
This study provides insights into Moroccan Life and Earth Science teachers' perspectives on the evaluation of textbooks in middle and high schools. The study aims to explore teachers' views on the evaluation of Life and Earth Science textbooks based on content, skills, culture, and textbook functions. Data were collected from 223 Life and Earth Science teachers using a survey instrument with 37 Likert-scale items. The findings indicate that while teachers generally held positive views on the evaluation of textbooks with content and skills-based curricula, there is room for improvement in the cultural aspect. Furthermore, the results highlighted the significant influence of the language of instruction on teachers' perspectives on textbook functions and skills, emphasizing the importance of considering the specific needs and contexts of different school levels. To improve the quality and effectiveness of Life and Earth Science education, the study emphasizes the importance of considering the evaluation of textbooks, as well as school level and language of instruction, in their development and utilization. Overall, this research provides valuable insights into the evaluation of Life and Earth Science textbooks in Moroccan middle and high schools. These findings can help publishers, curriculum developers, and teachers improve the effectiveness and relevance of Life and Earth Science education for Moroccan learners. Received: 16 June 2024 / Accepted: 27 August 2024 / Published: 05 September 2024
... Thus, science teachers generally confirm that textbooks play an essential role in the process of teaching and learning. Using a textbook as the main source of information for teaching a particular subject, the content quality and appropriateness are crucial for effective teaching [10]- [11]. ...
This study provides insights into Moroccan Life and Earth Science teachers’ perspectives on thealignment of textbooks with the curriculum in middle and high schools. The study aims to exploreteachers’ views on the effectiveness of Life and Earth Science textbooks in aligning with content, skills,culture, and textbook functions. Data were collected from 243 Life and Earth Science teachers using asurvey instrument with 37 Likert-scale items. Results indicate that while teachers hold positive views onthe alignment of textbooks with content and skills-based curricula, there is a need for improvement in thecultural aspect. Additionally, the study finds that educational stage and the language of instructionsignificantly affect teachers’ perspectives. To improve the quality and effectiveness of Life and EarthScience education, the study emphasizes the importance of considering the alignment between curriculumand textbooks, as well as educational stage and language of instruction, in their development and use.Overall, this research provides valuable insights into the alignment of Life and Earth Science textbookswith the curriculum in Moroccan middle and high schools. These findings can help publishers, curriculumdevelopers, and teachers in improving the effectiveness and relevance of Life and Earth Scienceeducation for Moroccan learners.
... Algunos avances en pos de la innovación pedagógica en el campo de las Ciencias de la Tierra que se han abordado son: las posibilidades de lo histórico y epistemológico en la enseñanza y en el diseño del currículo (Beviá, 2001;Compiani, 2015); los obstáculos epistemológicos que afectan la enseñanza (Lewis & Baker, 2010;Apple et al., 2014); la transposición didáctica (Lacreu, 2009;Chakour et al., 2019); los nuevos saberes y paradigmas (González et al., 2017;Hariyono et al., 2018); la resolución de problemas (Miró, 2011;Diez & Casadío, 2018) y las experiencias concretas de enseñanza (Carneiro et al., 2016;Londoño et al., 2022). ...
... En otras palabras, no es solo sugerir lecturas o proponer ejercicios escriturales a los estudiantes, sino definir el propósito pedagógico de estos (Carlino, 2013) como herramientas metacognitivas que permiten afianzar los conocimientos disciplinarios y fortalecer el proceso de alfabetización académica en los ámbitos de las geociencias (Diez et al., 2020). Esta perspectiva permite que el docente vaya más allá de lo curricular y pueda vincular su asignatura a una formación más integral del futuro profesional (Chakour et al., 2019), propendiendo por el surgimiento de escenarios dinamizadores no solo de las prácticas pedagógicas de las geociencias, sino también de los discursos tradicionales de su enseñanza (Carneiro et al., 2016). ...
Este artículo es resultado de una investigación acción que releva el proceso desde la capacitación en lectura y escritura académica, destinado a docentes con perfil científico en Geociencias (Universidad Nacional de Río Negro, Argentina), a su transferencia a prácticas educativas. La investigación se centró en indagar el abordaje de los docentes ante la formación, la práctica educativa y la reflexión en relación con la lectura crítica y la argumentación pragmadialéctica puesta en práctica en sus asignaturas. Las categorías fueron: perspectivas en docencia disciplinar e interdisciplinar, formación crítica como objeto de la enseñanza, retroalimentación como medio de regulación de las prácticas pedagógicas y evolución docente a través de las prácticas. Las técnicas empleadas fueron grupo focal, entrevistas y relatos de prácticas docentes. Como resultados se destacan el cambio positivo en los científicos-docentes ante la enseñanza, su incursión en el diseño didáctico con pautas metodológicas y la práctica reflexiva.
... Moreover Earth sciences are broadly related to both space, where learners have difficulty moving between a 2D plane to volume (3D), and also the notion of time, which is measured in millions of years [12], [13]. Furthermore, such difficulties are related, among other things, to the academic career path and teaching practices [14]. Some of these characteristics specific to science teachers have contributed to the devaluation of this discipline among learners and teachers, as the works of several researchers confirms [2], [15]- [17]. ...
span lang="EN-US">The study of learners’ conceptions of geological concepts has been the subject of several studies in the field of earth science didactics. The majority of these studies show that learners have misconceptions that can be an obstacle to learning Earth sciences. The present work aimed to identify the views of second year undergraduate students on plate tectonics to identify some of the barriers to teaching this unifying scientific theory across the different disciplines of the Earth sciences. The data was gathered with questionnaire administered to students in the second year of the Baccalaureate before teaching about plate tectonics. The results of our study confirmed that student learners do indeed have conceptions of plate tectonics and associated phenomena but have great difficulty in mobilizing their knowledge to explain geological phenomena related to plate tectonics. These difficulties may have several origins: the nature of the geological knowledge transposed, and the very limited knowledge of teachers with a bachelor’s degree in Biology.
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... In addition, teachers reported that field trips lacking is often due to complex administrative procedures and lack of funding and support, as well as overloaded classes and time constraints (Chakour et al., 2019). Furthermore, according to the teachers, poor communication between parents and school, and curricula not connected to local issues (gap between curricula and local/regional issues) may hamper water education and culture implementation. ...
With water shortage and increasing demand for water, education may have an important role in promoting the sustainable management of water resources. Educational curricula are the key resources used by teachers for students' teaching and training purposes. This study assessed water culture and water education-related criteria and standards in programmes and school curricula for Primary,Middle and upper Secondary school education in Morocco. It also investigated teachers for suggestions and views regarding methods for water-related topics and concepts implementation. The main tools used consisted of a content analysis grid for programmes and educational guidelines. A questionnaire and interviews were administered to 95 teachers of different subject areas, belonging to the three investigated school levels. Findings showed that the occurrence of water education criteria and standards is weak in school curricula of the investigated school levels. They were explicitly or implicitly addressed depending on the subject areas. The main topics consisted of water cycle definition, water as a vital source, water pollution sources, water economy interest. However, no reference has been made to water law, its accessibility, aesthetics and water-related professions.
... La realidad de cada país influye en las herramientas didácticas que son utilizadas por los maestros, ya que comoChakour et al. (2019) plantean, en la educación secundaria menos del 30% de los docentes utilizan modelos, rocas o secciones delgadas, y mapas topográficos o geológicos; esto debido principalmente a la ausencia de Laboratorios de CT y a la incapacidad de los docentes para utilizar ciertas herramientas geológicas, al no recibir ninguna formación inicial o continua en esta área. ...
El papel de las actividades experimentales en la calidad educativa de las Geociencias resalta la importancia de incorporar actividades de laboratorio orientadas al desarrollo de competencias procedimentales y al fomento de la comprensión integral de los principios naturales. En este estudio se evaluaron y describieron las condiciones educativas de los espacios formativos en Geociencias de la Universidad Pedagógica Nacional Francisco Morazán (UPNFM) y se propuso una intervención educativa para incidir en la enseñanza mediante el desarrollo de actividades experimentales que fueron concretadas en la creación de un Manual de Ciencias de la Tierra, la conformación y distribución de kits didácticos de materiales e instrumentos para la realización de actividades prácticas, la capacitación del personal docente a cargo de los espacios formativos de Geociencias en los Centros Universitarios Regionales de la UPNFM y la consolidación del Grupo de Investigación en Geociencias (GIG). Posteriormente a las intervenciones realizadas se ha identificado un interés institucional por la actividad experimental en la enseñanza de las Geociencias, así como en la población participante por la formación continua en la temática, asimismo, se ha constatado la aplicación a diferentes niveles educativos de los contenidos desarrollados y el potencial de las intervenciones educativas para el desarrollo de la investigación y la vinculación social en las Ciencias de la Tierra.
... As abordagens das ciências naturais são ricas em detalhes. Mas, além de interessante, a área pode ser bem complicada e com diversas abstrações (CHAKOUR et al., 2019). A ciência é constituída por informações detalhadas. ...
... A Biologia, por exemplo, pode se tornar uma disciplina pouco atraente (CHAKOUR et al., 2019). Isto é, depende de como é ensinada e do processo adotado. ...
A aprendizagem de Ciências requer que o estudante consiga abstrair conceitos, compreender processos e imaginar situações. Por isso, o ensino tradicional pode ser moroso e cansativo, fazendo com que o professor necessite adotar métodos que cativem a atenção do escolar e o envolvam com o conteúdo. Além do modo tradicional de ensino são necessárias abordagens complementares para uma aprendizagem mais eficiente. Uma das metodologias que se mostra eficaz é a aplicação da ludicidade. Contudo, os professores nem sempre dispõem de tempo para elaborar atividades lúdicas. Assim, é proveitoso para docentes de Ciências ter acesso rápido a jogos e brincadeiras já relacionados aos conteúdos da disciplina, o que economiza seu tempo e incentiva o uso desses recursos na sala de aula. Este livro tem como objetivo incentivar e facilitar o uso de jogos, brincadeiras e dinâmicas nas aulas de Ciências no Ensino Fundamental. Além disso, oferecer ao professor alternativas recreativas com potencial didático que tornem o ensino fluido e significativo.
... In addition, teachers reported that field trips lacking is often due to complex administrative procedures and lack of funding and support, as well as overloaded classes and time constraints (Chakour et al., 2019). Furthermore, according to the teachers, poor communication between parents and school, and curricula not connected to local issues (gap between curricula and local/regional issues) may hamper water education and culture implementation. ...
With water shortage and increasing demand for water, education may have an important role in promoting the sustainable management of water resources. Educational curricula are the key resources used by teachers for studentsʼ teaching and training purposes. This study assessed water culture and water education-related criteria and standards in programmes and school curricula for Primary, Middle and upper Secondary school education in Morocco. It also investigated teachers for suggestions and views regarding methods for water-related topics and concepts implementation. The main tools used consisted of a content analysis grid for programmes and educational guidelines. A questionnaire and interviews were administered to 95 teachers of different subject areas, belonging to the three investigated school levels. Findings showed that the occurrence of water education criteria and standards is weak in school curricula of the investigated school levels. They were explicitly or implicitly addressed depending on the subject areas. The main topics consisted of water cycle definition, water as a vital source, water pollution sources, water economy interest. However, no reference has been made to water law, its accessibility, aesthetics and water-related professions.
... To carry out this task, training in science is essential [25]. Sometimes, the scientific training received by teachers is limited, which represents an obstacle in the teaching of the natural sciences [26]. Direct collaboration between teachers and researchers is essential for the teacher's own training, as well as for the development of an integrated scientific curriculum [27]. ...
In the achievement of the Sustainable Development Goals (SDGs), education plays a fundamental role. However, traditional methodologies do not favor the enrichment and personal development essential to promote global awareness. The use of active methodologies based on experiences improve the quality of learning. This work describes the design, implementation, and evaluation of the acquired knowledge of a didactic proposal for non-formal education as a support for regulated education based on botany content. Firstly, a workshop was held, where young people participated directly in developing field work with a real scientific methodology. Subsequently, a group of students was chosen to be interviewed to obtain a global vision of the learning they obtained. The motivation of the students was quite positive, which allowed us to obtain voluntary participation in the field work and also gave the students a participative attitude throughout the development of the workshops. Four months later, this positive attitude remained during their direct involvement in various activities, and the students still remembered the fundamental content discussed. Relating the didactic proposal to its immediate environment was shown to increase interest in learning and value in its own context. The results of this educational experience have been very positive, as knowledge was acquired, and interest in the preservation of the environment and the profession of a researcher was promoted.
... To carry out this task, 94 training in science is essential [21]. Sometimes the scientific training received by teachers is limited, 95 which represents an obstacle in the teaching of the natural sciences [22]. Direct collaboration between 96 teachers and researchers is essential for the teacher's own training, as well as for the development of 97 an integrated scientific curriculum [23]. ...
In the achievement of the Sustainable Development Goals (SDGs), education plays a 10 fundamental role. However, traditional methodologies do not favor the enrichment and personal 11 development essential to promote global awareness. The use of active methodologies based on 12 experiences improve the quality of learning. This work describes the design, implementation, and 13 evaluation of the acquired knowledge of a didactic proposal for non-formal education as a support 14 for regulated education based on botany content. Firstly, a workshop was held, where young people 15 participated directly in developing field work with a real scientific methodology. Subsequently, a 16 group of students was chosen to be interviewed to obtain a global vision of the learning they 17 obtained. The motivation of the students was quite positive, which allowed us to obtain voluntary 18 participation in the field work and gave the students a participative attitude throughout the 19 development of the workshops. Four months later, this positive attitude remained during their 20 direct involvement in various activities, and the students still remembered the fundamental content 21 discussed. Relating the didactic proposal to its immediate environment was shown to increase 22 interest in learning and value in its own context. The results of this educational experience have 23 been very positive, as knowledge was acquired, and interest in the preservation of the environment 24 and the profession of a researcher was promoted. 25
