背景(考古学)
忽视
数学教育
科学教育
工作(物理)
教育学
主动学习(机器学习)
学习科学
心理学
教育技术
计算机科学
工程类
地理
精神科
机械工程
人工智能
考古
作者
Zakaria Boukayoua,Fatiha Kaddari,Nezha Bennis
标识
DOI:10.1051/shsconf/202111905006
摘要
Current reforms of education systems seek to improve the learning environment and opt for a more active role of students in the construction of learning to increase their academic performance. In Morocco, several reforms have been carried out over the last two decades to address the shortcomings of the education system. Still, the results of national and international assessments remain low, particularly for science. These discouraging results are linked on the one hand to the physical learning environment offered by the Moroccan school and, on the other hand, to less tangible aspects related to the students themselves, such as their interest in learning science. Often, reforms and teaching practices neglect these less tangible aspects. However, students’ interest in school science is widely studied worldwide. At the same time, further research in the Moroccan context is needed to provide more explanations for their low achievement in science. The objective of this work is to see how interest has been defined and the good practices to measure it in the context of science teaching. In addition, to ask several questions that deserve an examination in the Moroccan school context.
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