Suchergebnisse

In a context marked by various problems, the citizen is called upon to develop various skills necessary to access the labor market, to make choices and to participate in decision-making mechanisms. However, this is only possible if he is able to analyze and understand the phenomena that make up and structure his environment. Education and teaching should help students develop the forms of understanding and mental habits they need to become compassionate people who can think for themselves and cope with life. To develop such skills, the education system is in high demand to induce such skills. In this context, a parallel development must concern the teacher training system. However, such an evolution implies political choices and accompanying measures, to create the conditions conducive to the training of teachers capable of deploying innovative and evolving teaching projects. At present, the teacher's function is no longer limited to delivering knowledge in a timid context of submission, but to design and create learning conditions and situations. In a world marked by globalization phenomena and information and communication technologies, the teacher works in a constantly changing social and economic environment. In such a developing context, professionalization, anticipation and adaptation would be major features of the teacher of tomorrow. ; Dans un contexte marqué par diverses problématiques, le citoyen est appelé à développer diverses compétences nécessaires pour accéder au marché du travail, pour opérer des choix et pour participer aux mécanismes de prise de décision. Cependant, ceci n'est possible que s'il est apte à analyser et à comprendre les phénomènes qui composent et structurent son environnement. L'éducation et l'enseignement devraient aider les étudiants et les étudiantes à développer les formes de compréhension et les habitudes mentales dont ils ont besoin pour devenir des personnes compatissantes capables de penser par elles-mêmes et de faire face à la vie. Pour développer de telles compétences, le système d'enseignement est fortement sollicité pour induire de telles compétences. Dans ce contexte, une évolution parallèle doit concerner le système de formation à l'enseignement. Cependant, une telle évolution implique des choix politiques et des mesures d'accompagnement pour réunir les conditions propices à la formation d'enseignants aptes à déployer des projets d'enseignement innovants et évolutifs. A l'heure actuelle, la fonction de l'enseignant ne se limite plus à livrer des connaissances dans un contexte timide de soumission, mais de concevoir et de créer les conditions et les situations d'apprentissage. Dans un monde marqué par des phénomènes de globalisation et des technologies de l'information et de la communication, l'enseignant travaille dans un environnement social et économique en évolution perpétuelle. Dans un tel contexte en devenir la professionnalisation, l'anticipation et l'adaptation constitueraient des traits majeurs de l'enseignant de demain.

Bringing out the misconceptions is a primordial process in teaching and the learning of biology. This article aims to highlight Moroccan students' alternative conceptions, regarding animal and to elicit their ability to classify some animals. Data was collected using the Animal Classification Test (ACT) distributed at the Moroccan secondary school at the Tangier-Tetouan regional Academy of Education And Training. The results obtained showed that students have real obstacles to classify even most known animals (goose, butterfly, crocodile, etc.). These obstacles are often misconceptions and were poorly treated and reformulated by the teaching-learning process. In fact, many students used "non-taxonomic" criteria, such as habitat and locomotion to classify animals even after learning the categories of the biological taxonomy. In addition, this article finds that high school students have almost the same alternative conceptions about animal classification as the intermediate secondary school. This result confirmed that alternative conceptions are more resistant to change and persist anchored on student's mind even after teaching-learning sequences.

Abstract
Different teaching approaches have revealed that teaching is a complex process, a profession that must adapt to the specific needs of the learners, the nature of the subject taught and the general context of the training. However, the act of learning is a common activity. In the educational sciences there is no one-sided approach to the didactics of physical sciences. Therefore, teachers of the physical sciences are invited to choose the appropriate pedagogical approaches based on the performance and limitations of each approach. In this article, we will review the literature of the main pedagogical approaches used to facilitate the acquisition of physical phenomena. On the basis of this study, we will highlight the added value of the combination of a relatively recent approach, based on historical investigation and simulation of physical phenomena.