[ Difficultés de compréhension de la dynamique des chromosomes chez les apprenants du cycle qualifiant et réflexion sur des solutions pédagogiques ]
Hicham Boumajane1 and Wissal Iraqi-Houssaini2
1 Département de Biologie, Centre Régional des Métiers de l’Éducation et de la Formation, Fès-Meknès, Morocco
2 Département de Biologie, Centre Régional des Métiers de l’Éducation et de la Formation, Fès-Meknès, Morocco
Original language: French
Copyright © 2026 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.
The concept of genetic information has long been integrated into Life and Earth Sciences curricula in Morocco. However, the teaching materials commonly used in classrooms remain insufficient to effectively communicate the dynamic nature of chromosomes during the cell cycle. Chromosomal behavior in mitosis and meiosis is consistently identified as one of the most challenging topics for high school students in biology. This research focused on identifying the key factors that hinder students’ understanding of chromosome dynamics at the secondary level. It also aimed to evaluate the relevance and effectiveness of the didactic tools used in classrooms to represent these biological processes. The present study was conducted using an observation grid applied to two science classes. The findings reveal persistent misconceptions among students. The research advocates for pedagogical strategies that incorporate dynamic models, guided reasoning, and conceptual scaffolding to promote a deeper and more accurate understanding of chromosomal dynamics.
Author Keywords: Crossing-over, Mitosis, Meiosis, Chromosome modeling.
Hicham Boumajane1 and Wissal Iraqi-Houssaini2
1 Département de Biologie, Centre Régional des Métiers de l’Éducation et de la Formation, Fès-Meknès, Morocco
2 Département de Biologie, Centre Régional des Métiers de l’Éducation et de la Formation, Fès-Meknès, Morocco
Original language: French
Copyright © 2026 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
The concept of genetic information has long been integrated into Life and Earth Sciences curricula in Morocco. However, the teaching materials commonly used in classrooms remain insufficient to effectively communicate the dynamic nature of chromosomes during the cell cycle. Chromosomal behavior in mitosis and meiosis is consistently identified as one of the most challenging topics for high school students in biology. This research focused on identifying the key factors that hinder students’ understanding of chromosome dynamics at the secondary level. It also aimed to evaluate the relevance and effectiveness of the didactic tools used in classrooms to represent these biological processes. The present study was conducted using an observation grid applied to two science classes. The findings reveal persistent misconceptions among students. The research advocates for pedagogical strategies that incorporate dynamic models, guided reasoning, and conceptual scaffolding to promote a deeper and more accurate understanding of chromosomal dynamics.
Author Keywords: Crossing-over, Mitosis, Meiosis, Chromosome modeling.
Abstract: (french)
La notion d’information génétique est intégrée depuis des décennies dans les programmes des SVT. Toutefois, les supports pédagogiques traditionnellement utilisés se révèlent souvent insuffisants pour transmettre la nature dynamique des chromosomes au cours du cycle cellulaire. De même, le comportement chromosomique durant la mitose et la méiose demeure l’un des concepts les plus complexes à assimiler pour les apprenants. La présente recherche s’est centrée sur l’identification des facteurs rendant difficile l’apprentissage de la dynamique chromosomique, tout en analysant l’efficacité des supports pédagogiques utilisés. À l’aide d’une grille d’observation appliquée dans deux classes de sciences mathématiques, l’étude a révélé des représentations erronées persistantes chez les apprenants. Les résultats obtenus plaident en faveur d’une révision des pratiques pédagogiques actuelles, en intégrant des méthodes actives, des outils interactifs et une modélisation progressive des phénomènes, afin de renforcer la compréhension du caractère dynamique et logique des mouvements chromosomiques et de promouvoir une éducation scientifique centrée sur la construction de sens plutôt que sur la mémorisation mécanique.
Author Keywords: Crossing-over, Mitose, Meiose, Modélisation des chromosomes.
