To address the problems related to the teaching of life and earth sciences and to develop effective educational activities, the Moroccan Ministry of National Education has selected and trained competent teachers: aggregates in life and earth sciences with both high-level general scientific knowledge and pedagogical and didactic skills evaluated respectively by written and oral tests. The candidates for the Aggregation competition are double: - Official candidates with initial training in the preparation cycle for Aggregation; - Free candidates from universities (Master, DEA, DES, Doctorate), who enter the competition directly without specific prior training. However, this competition is increasingly posing problems for candidates: the overall success rate in this competition is 16.8% among official candidates, but no free candidate was able to succeed even in writing test of this competition. This work aims to clarify the problems and difficulties faced by candidates in the written competition. To do this, we proceeded to a rigorous analysis of the results of the written competition to highlight the jury's recommendations, also to a critical analysis of the preparation programs for this competition to measure their alignments with the specificity of the written subjects of the competition. Thus, we were able to demonstrate, that the consequences of university teaching are palpable on the results of the candidates to the competition of the Aggregation of Life and Earth Sciences.

Un enseignement réussi des sciences de la terre en particulier la théorie de la tectonique des plaques demande entre autres un changement pédagogique, c’est le facteur dont la quasi-totalité des enseignants n’en tiennent pas encore compte. Ces sciences sont malheureusement, présentées par nos enseignants d’une façon qui les laissent aux regards de nos élèves comme une suite de découvertes qui se fait d’une manière aléatoire et simple et loin de tout problème qui leur donnée naissance.

Only a science education, based on the concrete implementation of the experimental method can achieve the degree of intellectual training that makes available to the critical acceptance and integration of novelty. The teaching process must be done permanently. Based on the questionnaire and the importance of experimentation in environmental education and sustainable development in the qualifying secondary cycle. It has been deduced that experimentation has only a reduced place in the teaching of this discipline. For the following reason: Teachers are not motivated to practice classroom experiences. They are aware of the importance of experimentation, and its didactic interest in the development of critical thinking in students.

ICTs provide innovative means, not only for the dissemination of knowledge but also for the exploration of learning strategies that promote the construction of skills (Lebrun, 1999, CSE, 2000). Many professors who are beginning to be interested in ICT want to integrate them as tools to support their magisterial approach (Guay, 2002). Here, the professor takes advantage of ICT resources to significantly enrich his class presentations through multimedia presentations. Poellhuber and Boulanger (2001) speak of "interactive mastery". It is also about making documents available to students at all times, such as a website with links to EIDS. The present study was established with the aim of highlighting the utility of ICT in EEDD teaching at the core of the qualifying secondary school curriculum. The critical analysis of the curricular SVT curricula, and the statistical results allowed us to note that most teachers state that the use of ICT facilitates the construction of knowledge about EESD by students, and that the majority of them wish to benefit from continuous training to have a solid knowledge of Computer Science and to improve their practical ICT skills.

Biology can be perceived as a difficult subject to learn due to the conceptual leaps required to understand particular biological topics. In some areas of this discipline, part of the difficulty may be associated with acquiring sufficient imagination to visualize particular concepts, and acquiring sufficient visio-spatial abilities to apply the concept to practical use. This study investigates the use of 3D animation as an aid for teaching the synaptic transmission concepts at baccalaureate level in Morocco. An experiment was conducted with two groups of baccalaureate Earth and life sciences students to ascertain if animation can be used to support the teaching of some concepts in nervous communication such as synaptic transmission. The results of this experiment show that animation can be useful more than static representations.

Une intégration réussie des TIC demande entre autre un changement pédagogique, c’est le facteur dont la quasi-totalité des enseignants n’en tient pas encore compte. Ces enseignants résument, malheureusement, la fonction des TIC comme de simples outils compatibles seulement avec un enseignement traditionnel et dogmatique et sans étude préalable qui se résume par une mise en place d’un scénario pédagogique approprié. Or parmi les éléments avantageux des TIC, c’est qu’elles augmentent la capacité de questionnement et la résolution des problèmes ce qui favorisent le plaisir d’apprendre en défendant la participation des élèves à la construction de leur propre savoir.

The environmental education and health is one of the major axes of the Moroccan school curriculum, giving us the opportunity to assess the interlinkages between knowledge and behaviors taught students about the environment and health in schools. From an analysis of the curricula of Life Sciences and Earth qualifying secondary school , and a study via a questionnaire for secondary pupils qualifying , it was noted the existence of attitudes to health risks and behaviors that do not respect the environment.

The Immunology is a recent scientific discipline. The complexity of its concepts and their ever-changing could present educational challenges for teachers and barriers to learning for learners. In this article, we have tried, through an investigation by a survey, to highlight the views of a group of students for some immunological concepts concerning vaccines and vaccination. The analysis of the survey

Didactic transposition is a process of transformation of the learned knowledge to learn to teach. This passage could leave footprints that can manifest as dogmatization, a uncontextualization and programmability in learning. We then asked what is to transpose Immunology, given the important place it occupies in the Baccalaureate

Continuous training courses for the teachers in ICT are essential to integrate it in the practical of teaching. However, teachers in Morocco rarely benefit from continuous training courses, especially in ICT. In this paper, we propose distance learning in ICT based on e-Learning platform. The objective of this distance learning is to generalize the ICT continuous training courses for all the Moroccan teachers of physics sciences. This Training combines by the elements of efficiency effectiveness and flexibility, because our distance learning use some approaches that allow each teacher to preplan their learning activities and collaboration with other teachers, also they can chose any needed courses. The other added value of our distance learning is to offer various advantages: First, updating their knowledge in ICT, Second helping teachers improve their ICT qualifications, Third encouraging teachers to integrate and generalize the use of ICT the their scholar activities.