Quel est l’intérêt des enseignants marocains pour l’épistémologie et l’histoire des sciences ? Le cas des sciences physiques

Science teaching in Moroccan schools is in a paradoxical situation where teachers are coping with the constraints of teaching practices while dealing with institutional demands for change in contents and methods. This article discusses the links between disciplinary training of teachers on the one h...

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Bibliographic Details
Published in:Revue Internationale de Pédagogie de l’Enseignement Supérieur
Main Authors: Saïd El Jamali, Mohamed Mrabet Bader, M’hamed El Kouali, Mohammed Talbi
Format: Article
Language:French
Published: Association Internationale de Pédagogie Universitaire 2009-04-01
Subjects:
teacher training
didactical physical sciences
epistemology
history of science
teaching practices
Online Access:https://journals.openedition.org/ripes/72
Description
Summary:Science teaching in Moroccan schools is in a paradoxical situation where teachers are coping with the constraints of teaching practices while dealing with institutional demands for change in contents and methods. This article discusses the links between disciplinary training of teachers on the one hand and epistemological and historical aspects on the other hand. It presents the results of a survey carried out with teachers in order to understand ho they integrate epistemological and historical dimensions in their teaching practice. It also advocates reinforcing these dimensions in intial and continuing training of teachers.
ISSN:2076-8427

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