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The Moroccan education system has undergone several reforms, the latest reform aimed at improving the qualifying training of future teachers by integrating the basis of the teaching profession professionalization; which requires the development of professional competencies. In fact, the future teacher must learn to take a critical look at his classroom practices, to describe his professional gestures and to analyze his teaching practices in order to assess their efficiency. However we can ask the following question: is the future teacher trained in such a way able to question his classroom practices constantly? To answer this question, we developed an analysis grid of teaching practices, which was addressed to primary school trainees, within the city's Regional Center of Education and Training Professions of Fez in Morocco, in order to analyze the teaching practices of a future teacher in full action by peers, this analysis is made based on viewing a video capsule. The processing of the data collected from the grid revealed that the majority of these future teachers have not been able to acquire the capacity to analyze these teaching practices in an efficient manner. The use of the analytical grid has been of crucial importance in determining the profile of future teachers capable of competently exercising their teaching profession.

Currently, it is taken for granted that teachers have to take into account the conceptions in order to achieve some efficient learning, the latter are generally resistant and may hinder the learning. Studies have shown that learning amounts to make conceptions evolve which play a determining role in the appropriation of scientific concepts such as neurotransmission, which is the subject of our study. This concept is present in the Life Science syllabus as early as high school. The aim of this study is to assess the impact of an interactive approach on the evolution of students' conceptions of neurotransmission. For this purpose, a questionnaire was administered to the first two years' students (second year) in the Life Sciences stream at Dhar El Mahraz Faculty of Science in Fez during the academic year 2016-2017. This questionnaire was in the form of a pre-test and a post-test on learning/teaching of neurotransmission. The results of the study showed that the approach which was adopted had a positive effect on the evolution of the students' conceptions of neurotransmission in that it apparently contributed to a conceptual change for them.

The investigative approach (DI) demonstrates more and more its potential in teaching. Indeed, it enables students to develop skills, attitudes and interests, which are necessary to live in a society increasingly dependent on the applications of science. This study falls within the framework of research studies questioning the application of the investigative approach in the teaching of science in Morocco. In this work, we aim to highlight the representations of secondary school teachers about the concept of investigative approach, see whether this approach is adopted or not in the teaching of experimental sciences disciplines (Science of life and earth, Science of physics and chemistry) and determine the constraints and the obstacles to its implementation. In order to achieve these objectives, a questionnaire was drawn up and was the subject of an exploratory study among 45 teachers of experimental sciences practicing in different secondary schools in Fez city. The results of this survey reveal, firstly, that the teachers questioned seem to have confusions about the investigation process and secondly, they highlight the presence of a set of constraints and difficulties which prevent its application in the classroom. Keywords: Investigative approach, experimental sciences, misconceptionsEuropean Scientific Journal March 2017 edition Vol.13, No.7 ISSN: 1857 -7881 (Print) e -ISSN 1857-7431 160 RésuméLa démarche d'investigation (DI) démontre de plus en plus son potentiel en enseignement. En effet, elle permet aux élèves de développer des compétences, des attitudes et des intérêts, nécessaires pour vivre dans une société de plus en plus dépendante des applications des sciences. Cette étude s'inscrit dans le cadre des travaux de recherche s'interrogeant sur l'application de la démarche d'investigation dans l'enseignement des sciences au Maroc. Par ce travail nous visons mettre en exergue les représentations des enseignants du secondaire qualifiant sur le concept de la DI, voir si cette démarche est adoptée ou non dans l'enseignement des disciplines des sciences expérimentales (Sciences de la vie et de la terre, Sciences de la physique et de la chimie) et enfin déterminer les contraintes et les obstacles à sa mise en pratique. Afin de réaliser ces objectifs, une étude exploratoire via un questionnaire, a été menée auprès de 45 enseignants de sciences expérimentales exerçants dans différents Lycée de la ville de Fès. Les résultats de cette enquête, révèlent dans un premier temps que les enseignants questionnés semblent avoir des confusions relatives à la démarche d'investigation et dans un seconde temps ils mettent en évidence la présence d'un ensemble de contraintes et difficultés qui entravent son application en classe.