The integration of information and communication technologies in the teaching of scientific disciplines multiplies the teaching capacities which makes it possible to approach scientific concepts and notions. In the same context, the use of graphic animations for learning is more and more frequent, especially to show complex, invisible and dynamic phenomena. The main objective of our work is to examine the impact of graphic animations on the learning of innate immunity by third-year college students. To do this, a sample of 66 students was divided into a control group (n=33) and an experimental group (n=33) whose only difference was the use or non-use of graphic animations. The two groups of students took a knowledge test twice: The first before the course (pre-test) and the second after the course (post-test). Statistical analyzes were performed with the independent samples t-test to compare the post-test scores as well as the relative learning gain between the two groups of students. The results showed clearly that the grades and the relative learning gain of students in the experimental group (taught with the animations) are higher and significantly different from those of the students in the control group (taught in the traditional way). This shows that teaching with graphic animations can have a very positive impact on student learning and on improving their academic performance.
Reproductive health education is a taught knowledge that extends the vision of learning to prepare learners for literacy and citizenship. However, its integration into the curriculum is finding more difficulties and this is due to several factors. This work aims to identify the difficulties and educational needs of student midwives’ in relation to reproductive health education during the year 2018. We used the focus group technique as a data collection method. Our results highlighted the sources of information and the educational needs of our students towards reproductive health education before any teaching of this knowledge. The main sources of information for students on reproductive health education were high school, the internet, and the media. The obstacles identified were related to shortcomings in theoretical and practical training. 50 % of the students had announced that this is a taboo subject and that the population refuses to discuss it. All the students had approved the integration of reproductive and sexual health education in the Moroccan academic curricula. In addition to identifying students' educational needs, the group focus technique could be used in perspective in training engineering towards other knowledge.
Introduction: Clinical practice in education is the backbone of a midwife's professional career, it is a fundamental component of the teaching and learning process that gives the student the opportunity to develop the competencies required for professional practice. However, experience in clinical practice creates constraints and difficulties.Objective: explore the experience of Midwives students from ISPITS Morocco in clinical practice of emergency obstetric care.Method: Quantitative and descriptive study realized with 23 student midwives of the Higher Institutes of Nursing and Technical Health Professions of Morocco. The data was collected via a questionnaire online.Results: The study of experience of the student midwife in the learning process of emergency obstetric care shows these aspects: Midwives students have difficulty for insertion into clinical practice, as a result of the modalities of coordination between teachers and tutors of the practice, lack of self-confidence, and a lack of professional competence, theoretical knowledge is inadequate to the real context of the internship field and the non-standardization of tools for monitoring and evaluating of practice.Conclusions: Midwives students need to be accompanied and supervised in their clinical practice experience by the teacher who must detect weaknesses, anticipate difficulties and propose teaching/learning strategies that prevent and even mitigate difficulties.
Unlike the official candidates who have been trained in the preparation cycle in the preparatory cycle for the Aggregation of Life and Earth sciences in Morocco, the competition of the Aggregation of this discipline is more and more feared by the free candidates (holders of Master, DEA, DES and PhD) who come directly to this competition without initial training. Indeed, since its creation in Morocco in 1991, none of the candidates could even succeed in writing the contest.
This work, intended for free candidates, aims to contribute, via new technology, to a training of these candidates to improve their preparation for the written tests of cell biology and physiology of the contest.
The results of an exploratory study conducted with two groups of free candidates, control and experimental, emphasize that distance learning, via ICT, could be a promising alternative for effective preparation for the written exams of the competition of the Aggregation of Life and Earth sciences in Morocco. The differences observed between the two groups of candidates highlight an improvement in the cognitive and methodological skills of these candidates.
In the face of environmental problems, effective teaching about the environment is more than necessary. However, Environmental Education confronts several obstacles at the didactic level. The traditional method dominates the professional practices of teachers. The goal of this research is to make the teaching of Environmental Education more effective. To do this, we adopted a quantitative methodology based on a questionnaire for teachers of Science life and earth and the other for learners. This research shows that teachers need ongoing training in Environmental Education. These courses are essential to offer students a more effective teaching. Also, this research shows that students are motivated in ecological outings and they show great autonomy in their learning processes.
To address the problems related to the teaching of life and earth sciences and to develop effective educational activities, the Moroccan Ministry of National Education has selected and trained competent teachers: aggregates in life and earth sciences with both high-level general scientific knowledge and pedagogical and didactic skills evaluated respectively by written and oral tests. The candidates for the Aggregation competition are double:
- Official candidates with initial training in the preparation cycle for Aggregation;
- Free candidates from universities (Master, DEA, DES, Doctorate), who enter the competition directly without specific prior training.
However, this competition is increasingly posing problems for candidates: the overall success rate in this competition is 16.8% among official candidates, but no free candidate was able to succeed even in writing test of this competition.
This work aims to clarify the problems and difficulties faced by candidates in the written competition. To do this, we proceeded to a rigorous analysis of the results of the written competition to highlight the jury's recommendations, also to a critical analysis of the preparation programs for this competition to measure their alignments with the specificity of the written subjects of the competition.
Thus, we were able to demonstrate, that the consequences of university teaching are palpable on the results of the candidates to the competition of the Aggregation of Life and Earth Sciences.
Un enseignement réussi des sciences de la terre en particulier la théorie de la tectonique des plaques demande entre autres un changement pédagogique, c’est le facteur dont la quasi-totalité des enseignants n’en tiennent pas encore compte. Ces sciences sont malheureusement, présentées par nos enseignants d’une façon qui les laissent aux regards de nos élèves comme une suite de découvertes qui se fait d’une manière aléatoire et simple et loin de tout problème qui leur donnée naissance.
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.
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.
Biology can be perceived as a difficult subject to learn due to the conceptual leaps required to understand particular biological topics. In some areas of this discipline, part of the difficulty may be associated with acquiring sufficient imagination to visualize particular concepts, and acquiring sufficient visio-spatial abilities to apply the concept to practical use. This study investigates the use of 3D animation as an aid for teaching the synaptic transmission concepts at baccalaureate level in Morocco. An experiment was conducted with two groups of baccalaureate Earth and life sciences students to ascertain if animation can be used to support the teaching of some concepts in nervous communication such as synaptic transmission. The results of this experiment show that animation can be useful more than static representations.
Une intégration réussie des TIC demande entre autre un changement pédagogique, c’est le facteur dont la quasi-totalité des enseignants n’en tient pas encore compte. Ces enseignants résument, malheureusement, la fonction des TIC comme de simples outils compatibles seulement avec un enseignement traditionnel et dogmatique et sans étude préalable qui se résume par une mise en place d’un scénario pédagogique approprié. Or parmi les éléments avantageux des TIC, c’est qu’elles augmentent la capacité de questionnement et la résolution des problèmes ce qui favorisent le plaisir d’apprendre en défendant la participation des élèves à la construction de leur propre savoir.
The environmental education and health is one of the major axes of the Moroccan school curriculum, giving us the opportunity to assess the interlinkages between knowledge and behaviors taught students about the environment and health in schools. From an analysis of the curricula of Life Sciences and Earth qualifying secondary school , and a study via a questionnaire for secondary pupils qualifying , it was noted the existence of attitudes to health risks and behaviors that do not respect the environment.
The Immunology is a recent scientific discipline. The complexity of its concepts and their ever-changing could present educational challenges for teachers and barriers to learning for learners. In this article, we have tried, through an investigation by a survey, to highlight the views of a group of students for some immunological concepts concerning vaccines and vaccination. The analysis of the survey
Didactic transposition is a process of transformation of the learned knowledge to learn to teach. This passage could leave footprints that can manifest as dogmatization, a uncontextualization and programmability in learning.
We then asked what is to transpose Immunology, given the important place it occupies in the Baccalaureate
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