Volume 26, Issue 3, June 2019, Pages 760–767
Saida EL OUAZI1, Mourad Madrane2, Rachid Janati-Idrissi3, and Mohamed Laafou4
1 Laboratoire Interdisciplinaire des Recherches en Ingénierie Pédagogique (LIRIP), Ecole Normale Supérieure E.N.S Martil, Université Abdelmalek Essaâdi, Morocco
2 Interdisciplinary Laboratory of Research in Pedagogical Engineering (LIRIP), Ecole Normale Supérieure, Abdelmalek Essaadi University, Tétouan, Morocco
3 Département des sciences de la matière et de la vie, Ecole Normale Supérieure, Université Abdel Malek Essaâdi, Tétouan, Morocco
4 Interdisciplinary Laboratory of Research in Pedagogical Engineering (LIRIP), Ecole Normale Supérieure, Abdelmalek Essaadi University, Tétouan, Morocco
Original language: English
Copyright © 2019 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.
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.
Author Keywords: Environmental Education and Sustainable Development, ICTs, the formation continues, Secondary Qualifier, The common core.
Saida EL OUAZI1, Mourad Madrane2, Rachid Janati-Idrissi3, and Mohamed Laafou4
1 Laboratoire Interdisciplinaire des Recherches en Ingénierie Pédagogique (LIRIP), Ecole Normale Supérieure E.N.S Martil, Université Abdelmalek Essaâdi, Morocco
2 Interdisciplinary Laboratory of Research in Pedagogical Engineering (LIRIP), Ecole Normale Supérieure, Abdelmalek Essaadi University, Tétouan, Morocco
3 Département des sciences de la matière et de la vie, Ecole Normale Supérieure, Université Abdel Malek Essaâdi, Tétouan, Morocco
4 Interdisciplinary Laboratory of Research in Pedagogical Engineering (LIRIP), Ecole Normale Supérieure, Abdelmalek Essaadi University, Tétouan, Morocco
Original language: English
Copyright © 2019 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
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.
Author Keywords: Environmental Education and Sustainable Development, ICTs, the formation continues, Secondary Qualifier, The common core.
How to Cite this Article
Saida EL OUAZI, Mourad Madrane, Rachid Janati-Idrissi, and Mohamed Laafou, “ICT in the service of the EEDD in the teaching of SVT at the qualifying secondary level, common core,” International Journal of Innovation and Applied Studies, vol. 26, no. 3, pp. 760–767, June 2019.
