This study explores the significance of practical experimentation in the teaching of life and earth sciences (LES), particularly in the context of studying microorganisms. The research focuses on identifying key challenges that hinder the effective use of experiments in science classrooms and highlights the potential role of simulation as a remedial tool. A mixed-method approach was employed, including interviews with teachers and surveys targeting both teachers and students. Two main issues were identified: inadequate infrastructure for practical work in two educational institutions (a middle school and a high school) and varied student perceptions regarding experimental activities. The findings revealed that, under current conditions, the laboratories at these institutions fail to support active learning and scientific knowledge development. Most scientific activities are conducted in a theoretical context due to poor laboratory facilities and management. Additionally, students expressed a lack of motivation, partly due to their awareness of the poor laboratory conditions and the unengaging teaching methods employed. This research underscores the potential of simulations as a valuable tool to address these challenges and improve the LES teaching-learning process, without replacing traditional experiments. The study emphasizes the need for improving both the infrastructure and the pedagogical approaches to enhance the educational experience in the sciences.

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.

Computer simulation offers several advantages for electricity learning, such as visualization and interactivity. Computer simulation enables learners to interactively understand electrical phenomena by visualizing them. As a result, abstract concepts become easier for students to grasp. This study aims to determine the impact of computer simulation on students’ understanding of electricity concepts at the Higher Institute of Applied Techniques (ISTA). To achieve this objective, we employed the ‘Circuit Wizard’ software, which was tested with 65 students randomly divided into two groups: a control group (n=30) and an experimental group (n=35), both supervised by four experienced instructors. Prior to the start of their respective courses, a pre-test was administered to each group of students. After the course period, they underwent a post-test to assess their knowledge acquisition. The first group followed the traditional approach to electric circuit learning. The second group, however, underwent the same course but with the ‘Circuit Wizard’ simulator. Data were collected using questionnaires and tests, which were analyzed using SPSS software. The results obtained from the Wilcoxon test, as well as the calculation of normalized learning gains for both groups, indicated a better improvement in terms of conceptual comprehension rate among students in the experimental group during the post-test (Normalized gain is 0,81 for the experimental group and 0,39 for the control group). As evidenced by the results of the Wilcoxon test, this improvement is statistically significant with p < 0.05 for both groups, meaning the p-value is 0.000 for each of the two groups. Consequently, we concluded that the use of computer simulation, such as ‘Circuit Wizard, ’ in physics teaching-learning enables a better understanding of electricity concepts compared to the traditional approach.

The study aims to integrate new information and communication technologies applied in pedagogical practice into university training. It consists of the implementation of distance learning devices via a platform and an interactive learning support (CD-Rom) for the benefit of students and also for secondary school teachers of Life and Earth Sciences, in the field of hydrogeology. These devices meet a great need among students and teachers in terms of training, and face the constraints (temporal, spatial and financial) that prevent them from attending a classroom training in this field. They provide distance training characterized by both communication and interaction, the use of mediatized teaching resources, relocation and autonomous management of training time. In this way, they solve the problem of absenteeism among _learners. This study presents the steps involved in the development of an E-Learning system, from the needs for study to its implementation and deployment. It makes it easy to deploy a system dedicated to online learning and collaborative work, because it corresponds perfectly to our needs (good communication and sharing of knowledge and know-how...).

Successful teaching of earth sciences, in particular the theory of plate tectonics, requires, among other things, a pedagogical change, which is the factor that almost all teachers do not yet take into account. These sciences are unfortunately presented by our teachers in a way that leaves them in the eyes of our students as a series of discoveries that is made in a random and simple way and away from any problem that gives birth to them.