Earth Sciences Teaching Difficulties in Secondary School: A Teacher's Point of View

Autor/inn/en	Chakour, Radouan; Alami, Anouar; Selmaoui, Sabah; Eddif, Aâtika; Zaki, Moncef; Boughanmi, Youssef
Titel	Earth Sciences Teaching Difficulties in Secondary School: A Teacher's Point of View
Quelle	In: Education Sciences, 9 (2019), Artikel 243 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Alami, Anouar) ORCID (Selmaoui, Sabah)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Earth Science; Science Instruction; Secondary School Teachers; Barriers; Secondary School Science; Natural Sciences; Biological Sciences; Teacher Education; Teacher Qualifications; Foreign Countries; Teacher Attitudes; Student Motivation; Attention; Knowledge Base for Teaching; Morocco + Suchen Sie Ihr Suchwort? Earth sciences; Geowissenschaften; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaften; Abwasserbiologie; Lehrerausbildung; Lehrerbildung; Lehrqualifikation; Ausland; Lehrerverhalten; Schulische Motivation; Aufmerksamkeit; Teaching theory; Theory of teaching; Unterrichtstheorie; Marokko
Abstract	The teaching of Earth Sciences (ES) is particularly delicate and seems to be problematic for both learners and Moroccan teachers for multiple reasons. Based on this observation, this study aims at identifying the difficulties related to the teaching of ES by exploring the points of view of the Moroccan teachers toward this field. As an investigative tool, we used a questionnaire and semi-directive interviews with nearly 122 secondary school teachers of Life and Earth Sciences (LES). The results of our survey revealed that the major difficulties that hinder the teaching of natural sciences are mainly related to the teachers' university studies. Most of them had training in biology as well as in the relationship that the natural sciences maintain within time and space, the limited abstraction capacity of unmotivated learners, and the inadequacy of their prerequisites in these sciences. On the other hand, they were aware of the demotivating geological knowledge taught to the learners and the lack of initial and continuous training for teachers, especially for those who specialized in natural sciences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01