L’enseignement de l’évolution dans les manuels scolaires de huit pays riverains de la Méditerranée

Quessada, Marie-Pierre; Clément, Pierre; Selmaoui, Sabah; Valente, Adriana

doi:10.4000/trema.2651

Cited by 4 publications

(3 citation statements)

References 5 publications

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“…Evolution is seen as an important theme that brings to the school a broader perspective of natural phenomena and the nature of science. Research has shown that the teaching of theories of evolution has not had a positive impact on the understanding and acceptance of evolution in different countries of the world [54][55][56]. Students do not understand the theories of evolution correctly.…”

Section: Discussionmentioning

confidence: 99%

“…They believe that evolution has been primarily related to the human species. These misconceptions are not only related to teaching methods and cognitive abilities of students but also to the evolution of factual knowledge and epistemological barriers that could be the result of a process of social reconceptualization of knowledge offered to students [54,55].…”

Section: Discussionmentioning

confidence: 99%

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Plant Classification Knowledge and Misconceptions among University Students in Morocco

et al. 2019

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This study aims to assess learning outcomes and identify students’ misconceptions in plant classification. We conducted a questionnaire survey with undergraduate and master’s students. The qualitative analysis of the students’ responses made it possible to shed light on the difficulties of assimilation of many notions and also to identify the different misconceptions constructed during their learning courses about plant organisms. The findings indicate that some students are not motivated to take the course on plant classification. This demotivation is reinforced further by students’ perceptions of plant classification, especially that it is not important and not useful for learning other biology specialities. The findings also show that more than half of the students who participated in this study consider plant systematics a difficult subject. We also note that some of the students surveyed seem not to have acquired many concepts of plant biology including concepts related to the biology, reproduction and evolution of plants. Thanks to this, we could see different types of problems in plant classification, which constitute misconceptions hindering learning. Initial training in plant biology does not appear to have a significant effect in modifying students’ misconceptions related to plant classification.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Plant Classification Knowledge and Misconceptions among University Students in Morocco

et al. 2019

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“…Our research on teachers’ conceptions of evolution in several countries was linked with the analysis of the place of evolution in syllabuses and textbooks in the same countries. Our results of these both approaches have been published in part, mainly in conference proceedings or books (Clément, 2008; Clément et al, 2008, 2009b; Quessada and Clément, 2011; Clément and Quessada, 2012), but also in journals (Clément and Quessada, 2008, 2009; Quessada et al, 2008, 2011, 2012) as well as in a PhD thesis (Quessada, 2008). Nevertheless, the present paper is the only one focused on the conceptions of Muslim teachers.…”

Section: Introductionmentioning

confidence: 87%

Muslim teachers’ conceptions of evolution in several countries

Clément

2013

Public Underst Sci

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Using a questionnaire validated by the project Biohead-Citizen, where 15 questions are dedicated to evolution, we analyze Muslim teachers' conceptions of evolution in several countries. The first part compares nine francophone countries, with varying degrees of Muslim or Christian culture: France, Morocco, Algeria, Tunisia, Lebanon, Senegal, BurkinaFaso, Cameroon and Gabon, and shows a strong contrast between France and the eight other countries. The second part compares Muslim and Christian teachers in the countries where the comparison is possible, finding no difference, or a few differences in Lebanon. The third part analyzes the data related to the 2130 Muslim teachers sampled to identify the controlled parameters that can be correlated to their variations. The discussion is structured by three questions: Are Muslim countries, and Muslim teachers, more creationist than other ones? Is the teachers' knowledge related to their more or less creationist conceptions? Are Muslim teachers more creationist in European countries?

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Conception sécularisée ou non-sécularisée de la science chez des élèves de sept pays

Wolfs¹,

Redondo²,

Vilar³

et al. 2018

Carrefours De l'Éducation

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Le constat du rejet total ou partiel de la théorie de l’évolution au nom de motifs religieux par des élèves dans différents pays amène à s’interroger – plus globalement – sur les facteurs influençant l’adoption ou non-adoption d’une conception sécularisée de la science. Cette recherche vise à examiner, à partir d’un questionnaire à réponses fermées, l’influence de deux facteurs : les convictions personnelles des élèves en matière de religion et la filière d’études (scientifique ou non). L’enquête a été réalisée dans sept pays présentant des caractéristiques différenciées en matière de sécularisation : la Belgique, l’Espagne, l’Italie, la Côte d’Ivoire, la République démocratique du Congo, le Maroc et la Turquie.

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L’enseignement de l’évolution dans les manuels scolaires de huit pays riverains de la Méditerranée

Abstract: L'enseignement de l'évolution dans les manuels scolaires de huit pays riverai...

Cited by 4 publications

References 5 publications

Plant Classification Knowledge and Misconceptions among University Students in Morocco

Plant Classification Knowledge and Misconceptions among University Students in Morocco

Muslim teachers’ conceptions of evolution in several countries

Conception sécularisée ou non-sécularisée de la science chez des élèves de sept pays

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