[ التربية البيئية بالكتب المدرسية لعلوم الحياة والأرض بالسلك الإعدادي بالمغرب : موضوع التلوث نموذجا ]
Volume 17, Issue 2, July 2016, Pages 707–717
Zahra Zerrouqi1, Abdelhafid Iyada2, and Moussa Bouamiech3
1 Innovation Laboratory in Science, Technology and Education, Regional Center for Education and Training Professions, Oujda, Morocco
2 Lycée Ibn Batouta, Aklim, Berkane, Maroc
3 Faculté des sciences, Oujda, Maroc
Original language: Arabic
Copyright © 2016 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.
This study aims at determining whether teaching life and earth sciences using textbooks guarantees acceptable environmental education about pollution. For this purpose, the chapters developed in the two textbooks, used to teach biology and geology to students at all levels of the middle schools were compared and analyzed. The study shows that: - Teaching environmental pollution is interrupted in the second year. - Chapters concerning the pollution subject are less developed in the third year in comparison to the first year of the middle schools. - Examples used in the courses speak mainly about pollution in the region and unintentionally neglect the pollution in the rest of the globe. - Strong lack of emphasis on educating students on the ways to minimize environmental pollution and increasing their awareness about their responsibility to protect the environment. Taken together, this study allows drawing conclusions on the education status of middle school students on the matter of the pollution of the environment. The current textbooks used to teach life and earth sciences in middle schools do not meet the expectations to provide students with a comprehensive education on environmental pollution and which should include chapters on the pollution types and its consequences on human and wild life in other regions of the world as well as a continuous emphasis on increasing students awareness about the dangers of pollution and educating them about the ways to protect the environment.
Author Keywords: Education, textbooks, environment, pollution, middle school.
Volume 17, Issue 2, July 2016, Pages 707–717
Zahra Zerrouqi1, Abdelhafid Iyada2, and Moussa Bouamiech3
1 Innovation Laboratory in Science, Technology and Education, Regional Center for Education and Training Professions, Oujda, Morocco
2 Lycée Ibn Batouta, Aklim, Berkane, Maroc
3 Faculté des sciences, Oujda, Maroc
Original language: Arabic
Copyright © 2016 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
This study aims at determining whether teaching life and earth sciences using textbooks guarantees acceptable environmental education about pollution. For this purpose, the chapters developed in the two textbooks, used to teach biology and geology to students at all levels of the middle schools were compared and analyzed. The study shows that: - Teaching environmental pollution is interrupted in the second year. - Chapters concerning the pollution subject are less developed in the third year in comparison to the first year of the middle schools. - Examples used in the courses speak mainly about pollution in the region and unintentionally neglect the pollution in the rest of the globe. - Strong lack of emphasis on educating students on the ways to minimize environmental pollution and increasing their awareness about their responsibility to protect the environment. Taken together, this study allows drawing conclusions on the education status of middle school students on the matter of the pollution of the environment. The current textbooks used to teach life and earth sciences in middle schools do not meet the expectations to provide students with a comprehensive education on environmental pollution and which should include chapters on the pollution types and its consequences on human and wild life in other regions of the world as well as a continuous emphasis on increasing students awareness about the dangers of pollution and educating them about the ways to protect the environment.
Author Keywords: Education, textbooks, environment, pollution, middle school.
Abstract: (arabic)
تهدف هذه الدراسة التعرف إلى مدى قدرة محتويات الكتب المدرسية لمادة علوم الحياة والأرض للسلك الإعدادي على تأمين تربية بيئية للتلاميذ تهم موضوع التلوث. ولتحقيق ذلك، تم اعتماد المنهج الوصفي التحليلي من خلال أسلوب تحليل المحتوى، بحيث تكونت عينة البحث من كتابين مدرسيين لعلوم الحياة والأرض لكل مستويات السلك الإعدادي الثلاث. وقد كشفت الدراسة عن كون معالجة موضوع التلوث تمتاز بعدم الاستمرارية نظرا لغيابه التام بالسنة الثانية إعدادي. كما أن موضوع التلوث يشغل حيزا أكبر من محتوى الكتب المدرسية للسنة الأولى مقارنة مع السنة الثالثة، وتتميز أمثلته بسيادة الطابع المحلي على الطابع الدولي. وقد تم التركيز في كتب الأولى إعدادي على صنف تلوث الماء في حين اهتمت كتب الثالثة إعدادي أكثر بتلوث الهواء. كما أظهرت نتائج الدراسة حضورا ضعيفا لقيم المسؤولية والحماية والوقاية بالكتب المدروسة وسيادة الأسلوب الإخباري في فقراتها. كل هذا يجعل الكتب المدرسية لعلوم الحياة والأرض للسلك الإعدادي بصورتها الحالية لا تساهم بالقدر المطلوب في إكساب المتعلم تربية بيئية فعالة بخصوص موضوع التلوث.
Author Keywords: التربية البيئية، التلوث، الكتاب المدرسي، السلك الإعدادي.
How to Cite this Article
Zahra Zerrouqi, Abdelhafid Iyada, and Moussa Bouamiech, “Education on environment and its pollution using life and earth sciences textbooks in Moroccan middle schools,” International Journal of Innovation and Applied Studies, vol. 17, no. 2, pp. 707–717, July 2016.
