MOROCCAN LEARNERS' CONCEPTIONS OF RESPIRATORY AND PHOTOSYNTHETIC EXCHANGES: ANALYSIS, ORIGIN AND RECOMMENDATIONS
DOI :
https://doi.org/10.34874/PRSM.ijsdee-vol1iss2.2022Mots-clés :
conceptions, ransposition didactique, échanges gazeux respiratoires, échanges gazeux photosynthétiquesRésumé
To guarantee the effectiveness of a teaching-learning act, it is essential to consider the learners' conceptions. In our case, this concerns misconceptions about respiratory and chlorophyll gas exchange in plants. This consideration raises questions about the gap between the students' knowledge of this subject and the scientific knowledge. To identify the origin of this gap in didactic transposition, we have carried out two different studies, the first, a quantitative study which has revealed the main conceptions of Moroccan students. The second, a qualitative study, based on the didactic analysis of textbooks, confirms several deficiencies in the internal didactic transposition. These deficiencies are linked to the intrinsic difficulty of the scientific concepts, to the teachers' misconceptions, to the choice of the experiment that proves the role of CO2 in the production of organic matter, to the experimental protocol, in which one undiscussed condition led to erroneous implicit learning, and finally to the neglect of O2 as a product of photosynthesis.
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(c) Tous droits réservés The International Journal of Science Didactics and Educational Engineering 2024

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