[ دراسة تحليلية لخطوات النهج التجريبي في الكتاب المدرسي "في رحاب علوم الحياة والأرض"، للسنة الثالثة من التعليم الثانوي اﻹعدادي، المملكة المغربية ]
Volume 34, Issue 1, December 2017, Pages 46–60
Mohamed Benbrahim1, Fouad Khiri2, Khadija Kaid Rassou3, Nezha Mahmouhi4, Mohamed Aissa5, and Ali Essahlaoui6
1 Regional Centre for the Education and training, Inezgane, avenue My Abdallah P.O. Box 106, Inezgane, Morocco
2 Regional Centre for the Education and training, Inezgane, avenue My Abdallah P.O. Box 106, Inezgane, Morocco
3 Regional Centre for the Education and training, Marrakech, Morocco
4 Regional Centre for the Education and training, Tanger, Morocco
5 University Moulay Ismail, Faculty of science, department of geology, laboratory of studies of mineral and energy, P.O. Box 11201, Zitoune, Meknes, Morocco
6 University Moulay Ismail, Faculty of science, department of geology, P.O. Box 11201, Zitoune, Meknes, Morocco
Original language: Arabic
Copyright © 2017 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The textbook is a learning tool that helps learners to develop positive attitudes, knowledge and skills. This implies that the textbook offers situations based on a variety of scientific approaches. The experimental approach is one of the most widely used approaches in life and earth science teaching and contributes to the preparation of an individual able to adapt to his or her environment. In this context, the question arises to what extent the life and earth science textbook integrates the steps of the experimental approach? To answer this question, we have analyzed the "Fi Rehab Life and Earth Sciences" textbook of the third year of secondary education. This analysis has shown that some stages of the experimental approach have been well developed while others are neglected. This requires extra effort when revising or designing textbooks, taking into account all stages of the experimental approach and focusing on the learner. The latter is the most important clue in the development of the teaching and learning process.
Author Keywords: The textbook, the experimental approach, Life and Earth Sciences.
Volume 34, Issue 1, December 2017, Pages 46–60
Mohamed Benbrahim1, Fouad Khiri2, Khadija Kaid Rassou3, Nezha Mahmouhi4, Mohamed Aissa5, and Ali Essahlaoui6
1 Regional Centre for the Education and training, Inezgane, avenue My Abdallah P.O. Box 106, Inezgane, Morocco
2 Regional Centre for the Education and training, Inezgane, avenue My Abdallah P.O. Box 106, Inezgane, Morocco
3 Regional Centre for the Education and training, Marrakech, Morocco
4 Regional Centre for the Education and training, Tanger, Morocco
5 University Moulay Ismail, Faculty of science, department of geology, laboratory of studies of mineral and energy, P.O. Box 11201, Zitoune, Meknes, Morocco
6 University Moulay Ismail, Faculty of science, department of geology, P.O. Box 11201, Zitoune, Meknes, Morocco
Original language: Arabic
Copyright © 2017 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
The textbook is a learning tool that helps learners to develop positive attitudes, knowledge and skills. This implies that the textbook offers situations based on a variety of scientific approaches. The experimental approach is one of the most widely used approaches in life and earth science teaching and contributes to the preparation of an individual able to adapt to his or her environment. In this context, the question arises to what extent the life and earth science textbook integrates the steps of the experimental approach? To answer this question, we have analyzed the "Fi Rehab Life and Earth Sciences" textbook of the third year of secondary education. This analysis has shown that some stages of the experimental approach have been well developed while others are neglected. This requires extra effort when revising or designing textbooks, taking into account all stages of the experimental approach and focusing on the learner. The latter is the most important clue in the development of the teaching and learning process.
Author Keywords: The textbook, the experimental approach, Life and Earth Sciences.
Abstract: (arabic)
يُعتبر الكتاب المدرسي وسيلة تعليمية يساعد المتعلم على اكتساب مواقف ايجابية فضلا عن المعارف والمهارات، لهذا يُفترض أن يقترح هذا الكتاب وضعيات مبنية على نهوج علمية متنوعة. ويُعتبر النهج التجريبي من بين أهم النهوج المستعملة في تدريس علوم الحياة والأرض والتي تساهم في إعداد فرد قادر على التكيف والتأقلم مع واقعه. في هذا السياق يمكن أن نتساءل عن درجة تضمين كتاب علوم الحياة والأرض لمراحل النهج التجريبي. وللإجابة على هذا التساؤل قُمنا بدراسة تحليلية لكتاب "في رحاب علوم الحياة والأرض" للسنة الثالثة من التعليم الثانوي الاعدادي، والتي أظهرت بانه تم ايلاء أهمية لبعض المراحل من هذا النهج واغفال مراحل أخرى منه مما يستوجب القيام بمجهود أكبر خلال مراجعة أو إعداد كتب مدرسية جديدة لملامسة جميع مراحل النهج التجريبي، مع التركيز على المتعلم باعتباره الحلقة الأهم في تطوير الممارسة التعليمية-التعلمية.
Author Keywords: الكتاب المدرسي، النهج التجريبي، مادة علوم الحياة والأرض.
How to Cite this Article
Mohamed Benbrahim, Fouad Khiri, Khadija Kaid Rassou, Nezha Mahmouhi, Mohamed Aissa, and Ali Essahlaoui, “Analytical study of the experimental approach in textbook “Fi Rihab of life and earth sciences" The third year of the secondary school, the Kingdom of Morocco,” International Journal of Innovation and Scientific Research, vol. 34, no. 1, pp. 46–60, December 2017.
