TEACHING PRACTICE AND LEARNING DIFFICULTIES IN LIFE AND EARTH SCIENCES IN SECONDARY SCHOOLS IN MOROCCO

In the Moroccan educational system, the secondary school curriculum places great emphasis on experimental science. Therefore, to improve student learning in these scientific subjects, it is necessary to analyze teaching practice and assess student learning to detect learning difficulties. In this context, our study seeks to determine the impact of life and earth sciences teachers’ teaching practices on the emergence of learning difficulties. Its aims are to analyze teaching practices, identify the learning difficulties of secondary school students in the Life and Earth Sciences, and identify the links between teaching practices and students’ learning difficulties. To achieve this, we conducted a survey using two research tools. The first is the observation of teaching practice using an observation grid, which represents the essential dimensions (relational, pedagogical and didactic). The second tool is a questionnaire designed for college and qualifying high school teachers, which includes questions about their practices and the learning difficulties encountered by their students. The results revealed that students may encounter difficulties in acquiring scientific concepts in Life and Earth Sciences because of the teaching practice adopted and/or the language of instruction, and that most teachers adapt their teaching practice to the didactic tools and teaching aids made available to them without considering their students’ learning styles and rhythms. Consequently, effective teaching practices have an impact on student learning, and improving classroom conditions can remedy students’ learning difficulties. In conclusion, proper management of the various dimensions of the teaching–learning situation represents a good teaching practice. Keywords: Teaching Practice, Teaching-Learning, Learning Difficulties, Life and Earth Sciences, Secondary School DOI： https://doi.org/10.35741/issn.0258-2724.58.5.34