Genetic system for project support with the sequencing problem

One of the main problems faced by manufacturing companies in the production sequencing, also called scheduling, which consists of identifying the best way to order the production program on the machines for improving efficiency. This paper presents the integration of a simulation model with an optimization method to solve the problem of dynamic programming with stochastic demand

The Initial Conceptions of Students in the Teaching Practice of Life and Earth Sciences Teachers in Morocco

This study aims to describe the learning environment that can influence the construction of scientific concepts among Moroccan students. It focuses on the role of students’ initial conceptions in the teaching practice of Life and Earth Science (LES) teachers in Morocco. To conduct this study, we performed a quantitative analysis of collected data using a multiple-choice questionnaire, which aimed to understand the characteristics of the target group and the techniques employed to gather students’ initial conceptions of the ecosystem, as well as their declared and actual teaching practices. To compare our results, we considered two contexts: rural and urban, where the teachers operate. The analysis of the obtained results revealed that a majority of the surveyed teachers start by identifying students’ initial conceptions before approaching the teaching process. Additionally, the study found that debate and diagnostic testing are the most commonly utilized techniques for identifying and addressing students’ initial conceptions of the ecosystem. Furthermore, this analysis revealed that teachers do not take students’ conceptions into account when preparing the ecosystem learning sequence

Towards a new relationship between: Innovative ideas and designs adopted by teachers for improving the study environment of life and earth sciences in Morocco

Science teaching requires not only the acquisition of scientific knowledge, but also the appropriation of scientific ways of thinking and the development of a scientific and technological culture. According to the constructivist model, the teacher must consider the classroom as a research laboratory, enabling learners to apply scientific approaches to the construction of knowledge. Adopting this model requires consideration of coherent methodological and epistemological options, as well as an understanding of key aspects of the nature of science, as the latter is an essential component in developing students’ scientific culture. This research aims to explore and analyze the idea of science among Moroccan teachers of life and earth sciences. We explored these ideas through semistructured interviews, followed by a qualitative content analysis. We found a certain heterogeneity of conceptions among the teachers. They share contrasting conceptions of science, sometimes adequate, sometimes erroneous. This study therefore highlights a profound lack of culture in terms of reflection on the nature of science and the ways in which scientific knowledge is developed. Hence, it is important to add epistemology in initial and in-service teacher training. Thus, training in the history of science appears desirable in order to emphasize the evolutionary and revolving character of science, and to ensure a positive impact on teachers, students, society and the environment

L’approche Constructiviste dans l’Enseignement des Sciences de la Vie et de la Terre au Maroc

Le constructivisme est une approche pédagogique majeure dans l’enseignement des sciences, mettant l’accent sur l’implication active des apprenants dans la construction de leur propre connaissance. Cependant, les études menées au Maroc révèlent un faible niveau de compétences en sciences de la vie et de la terre chez les élèves, révélant des lacunes dans leur compréhension des concepts scientifiques. Dans ce contexte, notre recherche se concentre sur la pratique enseignante des professeurs de sciences de la vie et de la terre (SVT) au Maroc, en examinant plus précisément le rôle des conceptions initiales des élèves. Notre objectif est d’étudier comment les enseignants abordent ces conceptions dans leur pratique pédagogique et comment cela influence l’enseignement du concept d’écosystème en sciences de la vie et de la terre. Pour mener cette étude, nous avons utilisé un questionnaire à choix multiple pour collecter des données auprès des enseignants de SVT dans différentes académies régionales du Maroc. En analysant leur pratique, nous cherchons à déterminer quelle approche est adoptée par les enseignants et comment cela peut influencer la construction des concepts scientifiques chez les élèves marocains. Notre objectif ultime est d’améliorer l’apprentissage des sciences en identifiant les meilleures pratiques pédagogiques qui favorisent une meilleure compréhension des concepts scientifiques, en particulier le concept d’écosystème, chez les élèves marocains