[ La problématisation et son impact sur l’amélioration de niveau langagier des élèves en classe scientifique ]
Volume 42, Issue 3, May 2024, Pages 541–546
Aziz Bidari1
1 Laboratoire Interdisciplinaire de Recherche en Ingénierie Pédagogique (LIRIP), École Normale Supérieure, Université Abdelmalek Essaadi, Tétouan, Morocco
Original language: French
Copyright © 2024 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.
Since the 2013-2014 school year, Morocco has implemented the Moroccan Baccalaureate with the French option, commonly known as the International Baccalaureate with the French Option (IB French). The other two international sections - English option and Spanish option - have been in the experimental phase in certain regional academies and are gradually being generalized in the following years. It should be noted that the International Baccalaureate with the French Option is essentially a Moroccan baccalaureate with the only difference being that scientific subjects, particularly life sciences and earth sciences, are taught in French. Unfortunately, many of our teachers and students struggle to integrate into this process due to their level of proficiency in the French language. Several attempts are being made to upgrade our teachers and students: encouraging students to conduct scientific research in French, using ICT (leveraging digital resources in French), promoting oral and written expression, etc. These various attempts can have a positive effect on students’ language proficiency and can also facilitate classroom debates, which remain an essential tool for upgrading both students and teachers. Problem-based learning, therefore, remains a classroom practice that promotes both the acquisition of the scientific method and the improvement of language proficiency for our students and even our teachers.
Author Keywords: International Baccalaureate with the French Option, life sciences and earth sciences, scientific debate, problem-based learning.
Volume 42, Issue 3, May 2024, Pages 541–546
Aziz Bidari1
1 Laboratoire Interdisciplinaire de Recherche en Ingénierie Pédagogique (LIRIP), École Normale Supérieure, Université Abdelmalek Essaadi, Tétouan, Morocco
Original language: French
Copyright © 2024 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
Since the 2013-2014 school year, Morocco has implemented the Moroccan Baccalaureate with the French option, commonly known as the International Baccalaureate with the French Option (IB French). The other two international sections - English option and Spanish option - have been in the experimental phase in certain regional academies and are gradually being generalized in the following years. It should be noted that the International Baccalaureate with the French Option is essentially a Moroccan baccalaureate with the only difference being that scientific subjects, particularly life sciences and earth sciences, are taught in French. Unfortunately, many of our teachers and students struggle to integrate into this process due to their level of proficiency in the French language. Several attempts are being made to upgrade our teachers and students: encouraging students to conduct scientific research in French, using ICT (leveraging digital resources in French), promoting oral and written expression, etc. These various attempts can have a positive effect on students’ language proficiency and can also facilitate classroom debates, which remain an essential tool for upgrading both students and teachers. Problem-based learning, therefore, remains a classroom practice that promotes both the acquisition of the scientific method and the improvement of language proficiency for our students and even our teachers.
Author Keywords: International Baccalaureate with the French Option, life sciences and earth sciences, scientific debate, problem-based learning.
Abstract: (french)
Depuis la rentrée scolaire 2013-2014, le Maroc a mis en place le baccalauréat marocain option français, communément appelé Baccalauréat International Option Français (BIOF). Les deux autres sections internationales – option anglais et option espagnol – ont été en phase d’expérimentation au niveau de certaines académies régionales et qu’elles soient progressivement généralisées dans les années qui suivent. Il faut alors savoir que le Baccalauréat International Option Français n’est autre qu’un bac marocain avec pour seule différence que les matières scientifiques notamment les sciences de la vie et de la terre sont enseignées en français. Mais malheureusement un bon nombre de nos enseignants et nos élèves trouvent du mal à s’intégrer dans ce processus faute de leur niveau en langue française. Plusieurs tentatives sont faites pour mettre à niveau nos enseignant et nos élèves: incitez les élèves à effectuer des recherches scientifiques en français, utilisation des TICE (profiter des ressources numériques en français), encourager l’expression orale et écrite... Ces différentes tentatives peuvent avoir un effet positif sur le niveau langagier des élèves, mais aussi favoriser un débat enclasse reste encore un outil indispensable pour mettre à niveau nos élèves et nos enseignants. La problématisation reste donc une pratique en classe qui favorise à la fois l’acquisition de la démarche scientifique et l’amélioration de niveau langagier de nos élèves et même des enseignants.
Author Keywords: Baccalauréat International Option Français, sciences de la vie et de la terre, débat scientifique, problématisation.
How to Cite this Article
Aziz Bidari, “Problematization and its impact on improving the language level of students in science classes,” International Journal of Innovation and Applied Studies, vol. 42, no. 3, pp. 541–546, May 2024.
