[ Vers une amélioration de processus enseignement apprentissage des sciences de la vie et de la terre: Analyse de la pratique de classe scientifique et remédiation depuis une plate-forme de simulation ]
Volume 78, Issue 1, April 2025, Pages 48–63
Aziz Bidari1, Mourad Madrane2, Rajae Zerhane3, Rachid Janati-Idrissi4, and Imane Isarghine5
1 Laboratoire Interdisciplinaire de Recherche en Ingénierie Pédagogique (LIRIP), École Normale Supérieure, Université Abdelmalek Essaadi, Tétouan, Morocco
2 Interdisciplinary Laboratory of Research in Pedagogical Engineering (LIRIP), Ecole Normale Supérieure, Abdelmalek Essaadi University, Tétouan, Morocco
3 Interdisciplinary Laboratory of Research in Pedagogical Engineering (LIRIP), Ecole Normale Supérieure, Abdelmalek Essaadi University, Tétouan, Morocco
4 Département des sciences de la matière et de la vie, Ecole Normale Supérieure, Université Abdel Malek Essaâdi, Tétouan, Morocco
5 Laboratoire Interdisciplinaire de Recherche en Ingénierie Pédagogique (LIRIP), Ecole Normale Supérieure, Université Abdelmalek ESSAADI, Tétouan, Morocco
Original language: French
Copyright © 2025 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.
In this research, we have sought to show the importance of experimentation in teaching life and earth sciences and more specifically in the topic of the microbial world. Secondly, we tried to identify the various problems that hinder the practice of experimentation in our scientific classes. Finally, we demonstrated how simulation can be an effective means of remediation. To do this, we adopted a multiple methodology: an interview reserved for teachers and two questionnaires for the two actors in the field, namely students and teachers. Two essential points were highlighted: the infrastructure reserved for practical work in two schools, a college and a high school, as well as the multiple and varied opinions of students on experimental activities. The results showed, on the one hand, that the laboratories of these establishments, under the present conditions, do not promote the learning and development of scientific knowledge in an active manner. Indeed, most scientific activities are carried out in a purely theoretical way, given the inadequacy of suitable premises and the poor management of laboratories, which only accentuate this precarious situation. On the other hand, we were also able to detect through the opinions of the students, a lack of deep enthusiasm in students aware of the precarious conditions of their laboratory but also of the methods of work which are not very motivating. This study has no other purpose than to improve the teaching process learning the concepts of SVT. We have tried to show that simulations have a lot to offer in this field and could be a very effective way to remedy the difficulties of the experiments without wanting to replace them.
Author Keywords: experimentation, life and earth sciences, simulation, motivation, teaching/learning process.
Volume 78, Issue 1, April 2025, Pages 48–63
Aziz Bidari1, Mourad Madrane2, Rajae Zerhane3, Rachid Janati-Idrissi4, and Imane Isarghine5
1 Laboratoire Interdisciplinaire de Recherche en Ingénierie Pédagogique (LIRIP), École Normale Supérieure, Université Abdelmalek Essaadi, Tétouan, Morocco
2 Interdisciplinary Laboratory of Research in Pedagogical Engineering (LIRIP), Ecole Normale Supérieure, Abdelmalek Essaadi University, Tétouan, Morocco
3 Interdisciplinary Laboratory of Research in Pedagogical Engineering (LIRIP), Ecole Normale Supérieure, Abdelmalek Essaadi University, Tétouan, Morocco
4 Département des sciences de la matière et de la vie, Ecole Normale Supérieure, Université Abdel Malek Essaâdi, Tétouan, Morocco
5 Laboratoire Interdisciplinaire de Recherche en Ingénierie Pédagogique (LIRIP), Ecole Normale Supérieure, Université Abdelmalek ESSAADI, Tétouan, Morocco
Original language: French
Copyright © 2025 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
In this research, we have sought to show the importance of experimentation in teaching life and earth sciences and more specifically in the topic of the microbial world. Secondly, we tried to identify the various problems that hinder the practice of experimentation in our scientific classes. Finally, we demonstrated how simulation can be an effective means of remediation. To do this, we adopted a multiple methodology: an interview reserved for teachers and two questionnaires for the two actors in the field, namely students and teachers. Two essential points were highlighted: the infrastructure reserved for practical work in two schools, a college and a high school, as well as the multiple and varied opinions of students on experimental activities. The results showed, on the one hand, that the laboratories of these establishments, under the present conditions, do not promote the learning and development of scientific knowledge in an active manner. Indeed, most scientific activities are carried out in a purely theoretical way, given the inadequacy of suitable premises and the poor management of laboratories, which only accentuate this precarious situation. On the other hand, we were also able to detect through the opinions of the students, a lack of deep enthusiasm in students aware of the precarious conditions of their laboratory but also of the methods of work which are not very motivating. This study has no other purpose than to improve the teaching process learning the concepts of SVT. We have tried to show that simulations have a lot to offer in this field and could be a very effective way to remedy the difficulties of the experiments without wanting to replace them.
Author Keywords: experimentation, life and earth sciences, simulation, motivation, teaching/learning process.
Abstract: (french)
Dans ce présent travail, nous avons cherché à montrer l’importance de l’expérimentation dans l’enseignement apprentissage des sciences de la vie et de la terre et plus particulièrement dans la thématique du monde microbien. Dans un deuxième temps, nous avons essayé de dégager les différents problèmes qui entravent la pratique de l’expérimentation dans nos classes scientifiques. En dernier lieu, nous avons démontré comment la simulation peut être un moyen efficace de remédiation. Pour ce faire, nous avons adopté une méthodologie multiple: un entretien réservé aux enseignants et deux questionnaires destinés aux deux acteurs de terrain à savoir les élèves et les enseignants. Deux points essentiels ont été mis en avant: les infrastructures réservées aux travaux pratiques dans deux établissements, un collège et un lycée, ainsi que les opinions multiples et variées des élèves sur les activités expérimentales. Les résultats ont montré, d’une part, que les laboratoires de ces établissements, dans les conditions actuelles, ne favorisent pas l’apprentissage et le développement des savoirs scientifiques d’une manière active. En effet, la plupart des activités scientifiques sont réalisées d’une façon purement théorique vu l’inadaptation de locaux appropriés et la mauvaise gestion des laboratoires qui ne font qu’accentuer cette situation précaire. D’autre part, nous avons pu aussi déceler à travers les opinions des élèves, un manque d’enthousiasme profond chez des élèves conscients des conditions précaires de leur laboratoire mais aussi des méthodes de travail peu motivantes. Cette étude n’a d’autre finalité que l’amélioration du processus d’enseignement apprentissage des concepts des SVT. Nous avons essayé de démontrer que les simulations, ont beaucoup à offrir dans ce domaine et pourraient être un moyen très efficace pour remédier aux difficultés des expériences sans pour autant vouloir les remplacer.
Author Keywords: expérimentation, sciences de la vie et de la terre, simulation, motivation, processus enseignement/apprentissage.
How to Cite this Article
Aziz Bidari, Mourad Madrane, Rajae Zerhane, Rachid Janati-Idrissi, and Imane Isarghine, “Towards the improvement of the teaching-learning process in life and earth sciences: Analysis of scientific classroom practice and remediation through a simulation platform,” International Journal of Innovation and Scientific Research, vol. 78, no. 1, pp. 48–63, April 2025.
