Physics mathematization assessment: The nominal group technique as a context to investigate student understanding

This work has its origin in physics learning with secondary school students in Morocco. The present work focuses on the relationship between physics and mathematics as well as the source of difficulties in learning the half-life concept. To highlight our research objectives, the researchers resorted to the nominal group technique (NGT) which is used not only to identify students’ opinions about physics mathematization difficulties but also to assess the scientific education of this discipline. The results obtained showed that mathematics has an impact on Moroccan students’ understanding of the half-life concept. The results also showed that coherent and simultaneous management of physics and mathematics favors the learning of Moroccan students in both disciplines

Exploring the evolution of student interest: Investigation of the scientific aspects of learning physics towards renewable energy

Science teaching in today’s schools has important scientific implications for attracting students and ensuring continuous, sustainable, and successful schooling, across the different components of the education system. These implications are mainly linked to the development of scientific literacy among all students. The present work highlights the interest of Moroccan secondary school students in physics as an important discipline in the science field. The main objective of this research is to explore the changing interest of these students by identifying environmental education and the mathematization of physics as an important scientific context in learning the discipline. To achieve this goal, we conducted an empirical study among students in the Fez-Meknes region of Morocco. The results showed that exploring the mathematization of physics can develop students’ interest in the discipline. In addition, the engagement of physics with environmental education will influence favorably the students’ understanding and therefore motivation for scientific careers in mathematical modeling of environmental systems

Integrating Environmental Education Into Physics Instruction: Insights From Teachers Regarding Students' Engagement

In this research, we examine environmental education in the context of Moroccan secondary schools, focusing on the field of physics teaching. Our investigation is based on an analysis of empirical observations provided by physics teachers. To this end, a structured questionnaire was administered to 120 physics teachers from various high schools located in the academic area of Fez-Meknes in Morocco. The results clearly underline the importance of assimilating environmental education principles in the teaching of physics. This environmental education clearly favors the cultivation of students' inclination and disposition towards the subject. In addition, the questionnaire data also provide enlightening indications in favor of integrating environmental education paradigms into the didactic apparatus of physics-related knowledge in secondary education. This integration promises to develop sustainable skills in students, galvanizing their capacity to adopt environmentally friendly behaviors

L’éducation environnementale et les enjeux scientifiques de l’apprentissage des sciences physiques : recherche sur l’évolution de l’intérêt des apprenants

Dans ce travail, nous étudions la place et l’importance de l’éducation environnementale (EE) dans l’enseignement secondaire marocain en mettant l’accent sur l’apprentissage des sciences physiques. Cette étude est réalisée dans le cadre d’une approche interdisciplinaire pour la mise en oeuvre de la relation entre l’intérêt des apprenants, les sciences physiques, l’EE et les mathématiques. L’objectif principal de cette recherche est d’étudier l’évolution de l’intérêt des apprenants pour les sciences physiques en examinant le rôle de l’EE et les mathématiques en tant que contextes scientifiques importants dans l’apprentissage de la discipline. Pour atteindre cet objectif, nous avons mené une étude empirique auprès des apprenants de la région de Fès-Meknès, Maroc. Les résultats ont montré que l’exploration de l’EE et la mathématisation des sciences physiques peut développer un intérêt non seulement pour la discipline mais aussi pour le domaine scientifique en général ainsi qu’un apprenant porte plus d’un intérêt aux sciences physiques, plus cela influencerait favorablement sa compréhension pour la discipline. L’étude a révélé aussi que le degré de préférence et le degré de facilité des sciences physiques en particulier dans la modélisation mathématique des systèmes environnementaux donnent aux apprenants une motivation pour apprendre la discipline et partant des carrières scientifiques dans leur ultérieure vie

Exploring the evolution of student interest: Investigation of the scientific aspects of learning physics towards renewable energy

Science teaching in today’s schools has important scientific implications for attracting students and ensuring continuous, sustainable, and successful schooling, across the different components of the education system. These implications are mainly linked to the development of scientific literacy among all students. The present work highlights the interest of Moroccan secondary school students in physics as an important discipline in the science field. The main objective of this research is to explore the changing interest of these students by identifying environmental education and the mathematization of physics as an important scientific context in learning the discipline. To achieve this goal, we conducted an empirical study among students in the Fez-Meknes region of Morocco. The results showed that exploring the mathematization of physics can develop students’ interest in the discipline. In addition, the engagement of physics with environmental education will influence favorably the students’ understanding and therefore motivation for scientific careers in mathematical modeling of environmental systems