The integration of augmented and virtual reality in cell biology courses as a pedagogical innovation in the training of life and earth sciences teachers

Teaching and learning using mobile devices such as tablets and smartphones has become a trend. Learners can use mixed reality technologies including augmented reality (AR) and virtual reality (VR) which are promising tools for science education. Augmented reality allows the user to see a combination of the real world and virtual objects, while virtual reality generates a virtual environment in which the user feels like in the real world. Several studies have focused on the contribution of AR/VR in different fields of education and have shown that this technology positively affects learners' motivation, promotes their self-learning, and can improve their academic performance. Our study was designed to investigate the contribution of activities integrating augmented and virtual reality in cell biology courses, on the learning and motivation of Moroccan pre-service teachers of life and earth sciences. We adopted a semi-experimental approach using a pre-test and a post-test with two groups. The pre-service teachers in the experimental group (n= 30) took the courses using AR/VR materials and tools, while the pre-service teachers in the control group (n=30) took the same courses using only traditional tools and materials. The results of the pre-test and post-test showed a statistically significant difference in the post-test in favour of the pre-service teachers of the experimental group who, in addition to the improvement in their test scores, expressed high motivation during the different training courses

Assessment of Knowledge and Learning Difficulties in Metamorphism Among Future Teachers

The present research focuses on evaluating the knowledge and learning difficulties in metamorphism among future teachers. To address our issue, we selected a sample from students at the Ecole Normale Supérieure de Marrakech and employed a questionnaire as our investigative tool. The obtained results indicate that students face learning problems in metamorphism. These difficulties arise in understanding certain key concepts of metamorphism, such as metamorphic facies and migmatite. We also observed that students struggle to establish connections between metamorphism and other geological phenomena. These learning difficulties can be attributed to language barriers, didactic transposition, the persistence of certain misconceptions, and the discipline itself, such as problems in comprehending geological space and time. This research could aid university professors in understanding these difficulties and in designing teaching scenarios that would help students better grasp geological concepts