Tag Archives: Science Education

Education for Sustainable Development and Teaching Biodiversity in the Classroom of the Sciences of The Moroccan School System: A case study based on the Ministry’s grades and school curricula from primary to secondary school and qualifying (Published)

Biodiversity education increases human awareness in order to maintain the services provided by natural ecosystems. Hence, the interest in implementing educational projects targeting biodiversity education. However, it is important to integrate this concept into school curricula. Although it is a seemingly complex concept, biodiversity is now considered an indicator of sustainable development and is of strong educational interest. Education for sustainable development can be provided through science education on the concept of biodiversity. Thus, this chapter is reserved for qualitative and qualitative analyses in which we present the place of education for sustainable development and the concept of biodiversity in our science education curricula.

Keywords: Biodiversity, Life And Earth Sciences, Moroccan school curricula., Science Education, education for sustainable development

Pre-Service Teachers Assessment of Student Learning in Science Education (Published)

This paper was conducted to examine the tools, strategies, and problems encountered in assessing student learning by pre-service teachers in science during their on-and-off campus clinical experience. A explanatory sequential mixed method design (Creswell, 2003) was used in this study. Three research-made instruments were used in this study: The Assessment Checklist for Student Teachers in Science, Focus Group Discussion (FGD) Questions, and the In-depth Interview Questions. There were 17 pre-service teachers participated from a teacher education institution. Findings of the study using Kruskal-Wallis One-way Analysis of Variance and Thematical Analysis using Phenomenological Reduction Method revealed the assessment tools used most frequently and least frequently, assessment strategies, and the problems encountered by pre-service teachers in science in assessing student learning.  The findings also revealed that there was a significant difference in the use of rubric (p value=0.045) as the least frequently used assessment tool by pre-service teachers in science when grouped according to specialization.

Keywords: Assessment, Pre-Service Teachers, Science Education, Sequential Explanatory, and Student Learning