| Abstrakt: |
The multiple problems and difficulties that students encounter in learning science, particularly physical science, pose significant challenges for teachers. Purpose: The purpose of this study is to investigate the possible reasons for the difficulties encountered by high school students in physical science. Methods: To achieve this goal, we gathered statements from high school physical sciences teachers and students of the second year specialized baccalaureate in physical sciences in the Moroccan delegation of Skhirat-temara, using questionnaires and interviews, the professors presented their personal teaching experiences and challenges, while the students offered their perspectives on the teaching/learning process. Results: The results allowed us to identify the following causes, the teaching language (French) and scientific vocabulary; the students' own intuitive perceptions of science, educational motivation, and the contents and structure of school programs. When asked directly about their challenges, the students emphasize the quality of their lessons, the organization of experimentation sessions, and the integration of these with the acquisition of scientific concepts. Conclusions: It is evident that the teacher has important duties both inside and outside the classroom. He will need an essential framework to succeed in assuming them (continuing education, supervision, recognition, social benefits, etc.). [ABSTRACT FROM AUTHOR] |
