Implementation of the “Situation-Problem” concept in the teaching of Life and Earth Sciences

Auteurs-es

  • Amina Bouziani Université Ibn Tofail. Ecole Supérieure de l’Education et de la Formation. 14000, Kenitra, Maroc.
  • Nihal Abitiu Université Ibn Tofail. Ecole Supérieure de l’Education et de la Formation. 14000, Kenitra, Maroc.
  • Omar Elrhaouat Université Ibn Tofail. Ecole Supérieure de l’Education et de la Formation. 14000, Kenitra, Maroc.
  • Sara Ait Lachguer Université Ibn Tofail. Ecole Supérieure de l’Education et de la Formation. 14000, Kenitra, Maroc.
  • Hasna Kachache Université Ibn Tofail. Ecole Supérieure de l’Education et de la Formation. 14000, Kenitra, Maroc.
  • Younes Hnioua Collège Othmane Ibnou Aafane, Quartier Adrar, Agadir, Maroc.
  • Jamal Oubbih Université Ibn Tofail. Ecole Supérieure de l’Education et de la Formation. 14000, Kenitra, Maroc.
  • Hasnae Benkirane Université Ibn Tofail. Ecole Supérieure de l’Education et de la Formation. 14000, Kenitra, Maroc.

DOI :

https://doi.org/10.34874/PRSM.remadip-vol4iss1.44586

Mots-clés :

“Situation-Problem” concept, obstacles, didactic approach, teachers, Morocco

Résumé

In Morocco, the deepening of the pedagogy and the didactics of Life and Earth Sciences (LES) teaching has made use of different approaches. Among these, the concept «Situation-Problem» seems to present a satisfactory approach allowing the learner to acquire the necessary knowledge. Thus, the objective of our research is to study the practice of this concept in teaching LES to face difficulties encountered by learners in this subject. This work is based on the use of a self-administered questionnaire to teachers of different cycles (College, High School and Universities) respecting their confidentiality. The questionnaire covers the collection of general information concerning the teaching of the subject and questions specific to the purpose of the study. 94 participants were able to answer the questionnaire of which 52.1% are men and 47.9% of women spread over the twelve regions of Morocco. Overall, 77.7% of teachers reported the presence of at least one obstacle in the subject including low level in French and the lack of practice sessions, which present the major obstacles. Concerning the concept «Situation-Problem», 94.7% of the participants surveyed practice it in their classes with a satisfaction rate of 54%. In conclusion, our results clearly show the usefulness of the implementation of the concept «Situation-Problem» as a support in teaching LES. The encouragement of teachers to practice this approach, the consistent adoption of didactic concepts and the implementation of pedagogies already developed seem to present an indispensable asset to consider all the obstacles related to the teaching of LES.

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Publié-e

15-03-2024 — Mis(e) à jour 19-03-2024

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