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

Les Obstacles Qui Entravent L’application De L’approche Par Compétences Par Les Enseignants Du Secondaire Qualifiant

Current educational research is almost unanimous on the fundamental role of the competence approach (CA) for effective learning. In fact, on one hand it promotes a better learning, on the other hand it guarantees less stressful conditions for teachers. To be part of this movement, the Moroccan education system adopted this approach since 2000. Since the implementation of this approach can not succeed without the full support of the faculty, where the questions on the origin of this work: have the teachers adopted this approach, as it actually applied, what are their representations on it. To provide some answers to these questions, we have developed a questionnaire that we sent to the 300 teachers of the Secondary Qualifying cycle of several institutions of the Regional Academy of Education and Training of Fes-Boulemane in Morocco. Analysis of this questionnaire using the SPSS software shows that the main obstacles to the application of CA are four. The first obstacle is the low level of the students, the second obstacle is the overload of the programs the third obstacle is the high number of pupils in the classes and the fourth obstacle is the lack of training of the teachers in the CA. Almost half of teachers report that the objectives of applying the competencybased approach are not being met. Hence the need, to operationalize this approach, to act at all levels namely learners, teachers and curricula

Impact of Tutoring Method on Improving the Quality of Clinical Supervision in the Context of Nursing Education

This paper focuses on the impact of tutoring as a preferred method for clinical supervision of nursing students. The study was conducted by relying upon two main actors of this method, namely: the tutor and the tutored. The development of this work was based on comprehensive and analyticalreadings of previous work to highlight the effects of the tutoring method on the quality of clinical supervision of students. This work allowed us to appreciate the positive side of the impact of this method. Moreover, the analysis made at the end of this work and the figures obtained have allowed us to conclude that a start of tutoring will have significant benefits, mainly, for the tutor: teaching experiences, motivation, and development of critical thinking. Also for the tutored, it includes: the success of the training, the relational support, the construction of the professional identity, and the valorization

L’adoption de l’approche par compétence par les enseignants

L’approche par compétence « APC » est considérée comme l’une des approches pédagogiques les plus appropriées pour un apprentissage efficace. Cependant, bien qu’elle soit de plus en plus recommandée par le système éducatif marocain, on constate une réticence de son application. La finalité de ce travail est d’approcher les représentations des enseignants sur l’APC et cela afin d’apprécier leur degré d’implication dans sa mise en œuvre dans le système éducatif marocain. Ainsi, nous avons élaboré un questionnaire. La collecte d’informations, au moyen de ce questionnaire, a été faite auprès de 300 professeurs du cycle secondaire exerçant dans l’Académie Régionale d’Éducation et de Formation AREF Fès-Boulemane et le nombre des réponses reçu n’est que 115 seulement. Les données obtenues mettent en évidence un taux significatif d’application de cette approche dans plusieurs établissements d’enseignement. Les causes présentées de la non adoption de cette approche par quelques enseignants peuvent être catégorisés en plusieurs rangs : les conditions de travail, le manque de formation (initiale ou continue), conditions socioculturelles. La réussite de l’enseignement dépend étroitement du développement des ressources humaines de l’éducation et de la formation, qui commence par un perfectionnement de la formation initiale dans des centres de formation des enseignants, continue par l’autoformation et se poursuit par les formations continues

Major Factors That Influence School Failure in the Northern Region of Morocco (Fez-Boulemane As A Case Study)

AbstractThis study examines the associations between home-individual and school-related factors along with a focus on school failure of 431 students who are randomly sampled from nine urban public Junior high schools. The results show that among individual students some characteristics such as gender, motivation, positive attitudes towards school, and work status are significantly associated with school failure. In addition, some family-related aspects like the parents’ educational level, perceptions about relationship with parents and surrounding circumstances at home are also considerably related to the proportion of school failure. As for school characteristics, the present study proves that they have no effect on the rate of school failure

Aperçu Sur La Place De La Demarche D’investigation En Sciences Experimentales Dans L’enseignement Du Secondaire Qualifiant Cas De L’academie De La Ville De Fes

The investigative approach (DI) demonstrates more and more its potential in teaching. Indeed, it enables students to develop skills, attitudes and interests, which are necessary to live in a society increasingly dependent on the applications of science. This study falls within the framework of research studies questioning the application of the investigative approach in the teaching of science in Morocco. In this work, we aim to highlight the representations of secondary school teachers about the concept of investigative approach, see whether this approach is adopted or not in the teaching of experimental sciences disciplines (Science of life and earth, Science of physics and chemistry) and determine the constraints and the obstacles to its implementation. In order to achieve these objectives, a questionnaire was drawn up and was the subject of an exploratory study among 45 teachers of experimental sciences practicing in different secondary schools in Fez city. The results of this survey reveal, firstly, that the teachers questioned seem to have confusions about the investigation process and secondly, they highlight the presence of a set of constraints and difficulties which prevent its application in the classroom

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

The Impact of an Interactive Approach on the Evolution of Moroccan University Students’ Conceptions of Neurotransmission

Currently, it is taken for granted that teachers have to take into account the conceptions in order to achieve some efficient learning, the latter are generally resistant and may hinder the learning. Studies have shown that learning amounts to make conceptions evolve which play a determining role in the appropriation of scientific concepts such as neurotransmission, which is the subject of our study. This concept is present in the Life Science syllabus as early as high school. The aim of this study is to assess the impact of an interactive approach on the evolution of students' conceptions of neurotransmission. For this purpose, a questionnaire was administered to the first two years’ students (second year) in the Life Sciences stream at Dhar El Mahraz Faculty of Science in Fez during the academic year 2016-2017. This questionnaire was in the form of a pre-test and a post-test on learning/teaching of neurotransmission. The results of the study showed that the approach which was adopted had a positive effect on the evolution of the students' conceptions of neurotransmission in that it apparently contributed to a conceptual change for them

Etude Du Savoir À Enseigner Cas De La Liaison Chimique

The objective of this work is to identify the components of the knowledge to be taught relating to the concept of chemical bonding and its associated concepts in specialized reference books intended for the cycle of bachelor's and preparatory classes. The reference works analyzed were chosen in such a way that the publishing years covered a long period. Examination of these works revealed that there is a clear discrepancy in the content of instruction. The definitions of chemical bonding in reference books depend on the dates of publication of each book. In addition, the set of concepts associated with chemical bonding appears to have several definitions that are sometimes different in the background and may cause learning barriers

Conformations et activites inophores de toxines cyclotetrapeptidiques : HC toxine et tentoxine

SIGLECNRS T Bordereau / INIST-CNRS - Institut de l'Information Scientifique et TechniqueFRFranc