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

Limpet Shells from the Aterian Level 8 of El Harhoura 2 Cave (Témara, Morocco): Preservation State of Crossed-Foliated Layers

International audienceThe exploitation of mollusks by the first anatomically modern humans is a central question for archaeologists. This paper focuses on level 8 (dated around * 100 ka BP) of El Har-houra 2 Cave, located along the coastline in the Rabat-Témara region (Morocco). The large quantity of Patella sp. shells found in this level highlights questions regarding their origin and preservation. This study presents an estimation of the preservation status of these shells. We focus here on the diagenetic evolution of both the microstructural patterns and organic components of crossed-foliated shell layers, in order to assess the viability of further investigations based on shell layer minor elements, isotopic or biochemical compositions. The results show that the shells seem to be well conserved, with microstructural patterns preserved down to sub-micrometric scales, and that some organic components are still present in situ. But faint taphonomic degradations affecting both mineral and organic components are nonetheless evidenced, such as the disappearance of organic envelopes surrounding crossed-foliated lamellae, combined with a partial recrystallization of the lamellae. Our results provide a solid case-study of the early stages of the diagenetic evolution of crossed-foliated shell layers. Moreover, they highlight the fact that extreme caution must be taken before using fossil shells for palaeoenvironmental or geochronological reconstructions. Without thorough investigation, the alteration patterns illustrated here would easily have gone unnoticed. However, these degradations are liable to bias any proxy based on the elemental, isotopic or biochemical composition of the shells. This study also provides significant data concerning human subsistence behavior: the presence of notches and the good preservation state of limpet shells (no dissolution/recrystallization, no bioerosion and no abrasion/fragmentation aspects) would attest that limpets were gathered alive with tools by Middle Palaeolithic (Aterian) populations in North Africa for consumption

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

Le statut de la nature de la science dans les conceptions des enseignants des sciences de la vie et de la terre au Maroc

Dernièrement, les finalités de l’enseignement des sciences sont évoluées vers le développement des citoyens dotés d’une culture scientifique et capables de piloter l’essor des pays. Et pour avoir une culture scientifique (l’objectif de tout enseignement scientifique), il faut posséder la connaissance et la compréhension des concepts et des processus scientifiques nécessaires pour prendre des bonnes décisions sur des questions personnelles et sociétales. En outre, la compréhension de ces constructions épistémologiques appelés nature de la science (NOS) par les enseignants est très importante pour améliorer la compréhension des sciences par les élèves Cette étude explore et analyse l’idée de science chez des enseignants Marocains des sciences de la vie et de la terre. Des entretiens semi-structurés et une analyse qualitative du contenu sont utilisés pour explorer ces idées. Les enseignants ont montré une certaine hétérogénéité des conceptions. Ces derniers ont des idées différentes sur la science. Parfois suffisantes, parfois incorrectes. Ainsi, cette étude met en évidence une carence culturelle profonde en matière de réflexion sur la nature de la science et les modes d’élaboration du savoir scientifique. D’où l’importance de l’introduction de l’épistémologie dans la formation de ces enseignants

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