[ La place de l’expérimentation dans l’Éducation à l’Environnement et au Développement Durable au secondaire qualifiant ]
Volume 26, Issue 3, June 2019, Pages 748–759
Saida EL OUAZI1, Mourad Madrane2, Mohamed Laafou3, and Rachid Janati-Idrissi4
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 Interdisciplinary Laboratory of Research in Pedagogical Engineering (LIRIP), Ecole Normale Supérieure, Abdelmalek Essaadi University, Tétouan, Morocco
4 Département des sciences de la matière et de la vie, Ecole Normale Supérieure, Université Abdel Malek Essaâdi, Tétouan, Morocco
Original language: French
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.
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.
Author Keywords: Experimentation, Environmental Education and Sustainable Development, experimental approach, scientific approach, Secondary Qualification, didactics of the SVT.
Volume 26, Issue 3, June 2019, Pages 748–759
Saida EL OUAZI1, Mourad Madrane2, Mohamed Laafou3, and Rachid Janati-Idrissi4
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 Interdisciplinary Laboratory of Research in Pedagogical Engineering (LIRIP), Ecole Normale Supérieure, Abdelmalek Essaadi University, Tétouan, Morocco
4 Département des sciences de la matière et de la vie, Ecole Normale Supérieure, Université Abdel Malek Essaâdi, Tétouan, Morocco
Original language: French
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
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.
Author Keywords: Experimentation, Environmental Education and Sustainable Development, experimental approach, scientific approach, Secondary Qualification, didactics of the SVT.
Abstract: (french)
Seul un enseignement des sciences, fondé sur la mise en œuvre concrète de la méthode expérimentale peut permettre d’atteindre le degré de formation intellectuelle qui rend disponible à l’acceptation critique et à l’intégration de la nouveauté. La démarche d’enseignement doit donc intégrer en permanence des travaux pratiques. D’après les résultats qu’on a trouvé par le biais du questionnaire et vue l’importance de l’expérimentation dans l’Éducation çà l’environnement et au développement durable au cycle secondaire qualifiant. On a déduit que l’expérimentation n’a qu’une place réduite dans l’enseignement de cette discipline. Pour la raison suivante : Les enseignants ne sont pas motivés pour pratiquer les expériences en classe. Malgré qu’ils soient conscients de l’importance de l’expérimentation, et de son intérêt didactique dans le développement de l’esprit critique chez les élèves.
Author Keywords: Expérimentation, Éducation à l’Environnement et au Développement Durable, démarche expérimentale, démarche scientifique, Secondaire qualifiant, didactique des SVT.
How to Cite this Article
Saida EL OUAZI, Mourad Madrane, Mohamed Laafou, and Rachid Janati-Idrissi, “The place of experimentation in Environmental Education and Sustainable Development in secondary qualifying,” International Journal of Innovation and Applied Studies, vol. 26, no. 3, pp. 748–759, June 2019.
