Conceptual Evolution of the Sequences and Its Transition from High School to University in Morocco

Autor/inn/en	Khaoula, Elarif; Taoufik, Hassouni; Wahbi, Bouazza El
Titel	Conceptual Evolution of the Sequences and Its Transition from High School to University in Morocco
Quelle	In: International Journal of Higher Education, 9 (2020) 6, S.26-33 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	High School Students; Higher Education; Student Adjustment; Foreign Countries; Physics; Science Education; Barriers; Misconceptions; Difficulty Level; College Freshmen; Scientific Concepts; Student Attitudes; Concept Formation; Morocco + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Adjustment; Adaptation; Ausland; Physik; Naturwissenschaftliche Bildung; Missverständnis; Schwierigkeitsgrad; Studienanfänger; Schülerverhalten; Concept learning; Begriffsbildung; Marokko
Abstract	In this article, we present the question of our didactic research on the relative conceptual evolution and transition from high school to university in Morocco. We focused on the difficulties encountered by students in the first year of the Physics Sciences using a questionnaire which aims at evaluating the evolution of the concept of "Sequences" from high school to university, this one covers the basic concepts already taught during the last year of high school and second semester of university. The analysis of the student's productions revealed several didactic obstacles originating from previous misconceptions taught at high school. The study results show a broad gap between the knowledge to teach and the knowledge taught at university. As a result, considerable efforts must be devoted to minimize this gap and resolve the problems identified in our study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01