1. Centre de Formation des Inspecteurs de l’Enseignement | Département de Physique_chimie | Rabat | Maroc|
2. Centre de Formation des Inspecteurs de l’Enseignement | Département des Mathématiques | Rabat | Maroc |
This article is made freely available as part of this journal's Open Access: ID| Ouahid-Ref9-ajira150720|
ABSTRACT Background: Here we present the analysis of an exploratory research on teachers' practices as a partial image of these scientific moments at school in rural primary school. Objectives: This work seeks to describe how scientific awakening activities are currently practiced in rural primary schools in Morocco, we chose to study their functioning, and that is to say, on the one hand, the relationships that exist between the components involved in such a system, on the other hand, teachers' practices.Methods: To do this, we have chosen to conduct our study, by means of two questionnaires, with primary school teachers and their students from three provincial delegations of national education, Settat, Berrechid and Khouribga (Morocco). Results:Our first results show very contrasting ways that the teaching of science awakening in rural primary schools is very far from what is desired and this is due to several factors (time allocated to awakenings, lack of rooms for experiments, in sufficient continuing education on approaches and methods of teaching awakening and other less apparent problems).ConclusionsIn view of this, all stakeholders in the education sector are asked to face up to and find adequate solutions to the problems cited by the teachers to improve the quality of science education in general and the scientific awakening in particular. Keywords: Scientific awakening, Rural primary school, Teaching practices, Information and Communication Technology, Morocco.
