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

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 d'un mouvement d'ajustement postural chez l'homme normal et le patient hemiplegique

SIGLEINIST T 73718 / INIST-CNRS - Institut de l'Information Scientifique et TechniqueFRFranc

Students’ interest in science learning and measurement practices. Questions for research in the Moroccan school context

Current reforms of education systems seek to improve the learning environment and opt for a more active role of students in the construction of learning to increase their academic performance. In Morocco, several reforms have been carried out over the last two decades to address the shortcomings of the education system. Still, the results of national and international assessments remain low, particularly for science. These discouraging results are linked on the one hand to the physical learning environment offered by the Moroccan school and, on the other hand, to less tangible aspects related to the students themselves, such as their interest in learning science. Often, reforms and teaching practices neglect these less tangible aspects. However, students’ interest in school science is widely studied worldwide. At the same time, further research in the Moroccan context is needed to provide more explanations for their low achievement in science. The objective of this work is to see how interest has been defined and the good practices to measure it in the context of science teaching. In addition, to ask several questions that deserve an examination in the Moroccan school context

Hand orientation for grasping and arm joint rotation patterns in healthy subjects and hemiparetic stroke patients.

We previously demonstrated that the hand orientation for grasping (azimuth) is strongly coupled to arm movement direction in the horizontal plane. The question is whether this coupling is directly controlled or secondary to a regulation of the arm angular configuration. To this purpose, we quantified hand orientation and arm joint rotations during unconstrained reaching movements in healthy subjects and in patients with hemiparesis due to stroke since they use altered joint rotation patterns for reaching. Seven healthy subjects and eight patients with a right hemiparesis participated (four had a moderate and four had a mild disorder). Four electromagnetic sensors were used to measure hand orientation and to compute the wrist, elbow and shoulder joint angles. Hand azimuth at the time of grasping was correlated to arm movement direction in all the healthy and hemiparetic individuals. In healthy subjects, a regression analysis of the arm joint rotations suggested that the coupling between hand azimuth and movement direction was not due to a correlation with a particular degree of freedom. Patients used different hand orientations for grasping and different joint rotation patterns that varied according to their level of disability and the use of compensatory strategies. The findings observed in both healthy subjects and patients with stroke show that the coupling of hand azimuth for grasping to movement direction was controlled independently of the set of joint rotations used for reaching. This suggests that it is a basic synergy directly controlled by the motor system