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BIODIVERSITY IN MOROCCANS TEXTBOOKS: IMPLICATIONS FOR ACTION-ORIENTED ENVIRONMENTAL EDUCATION

Year 2016, Volume: 4 , 144 - 148, 01.09.2016

Abstract

The world
environmental situation is likely to be further aggravated by the increasingly
rapid extinction of species. This is likely to destabilize various ecosystems.
This phenomenon has stimulated citizenship’s awareness to the extent that it is
acknowledged that its study involves great educational value and should be
present at school. Biodiversity teaching quality depends on how it is dealt
with in the classroom. Given that textbooks constitute a widely used material,
its content should increase the pupils' knowledge about Biodiversity and the
consequencies of its loss. The present research explores the contents of school
textbooks of Morocco in relation to Biodiversity topic. The research method is
content analysis. The findings revealed that the majority of textbooks have
integrated a number of issues that could enhance understanding about the
significance of biodiversity but only one textbook dealt with consequences of
its loss. The textbook analysis revealed a multiplicity of biodiversity
definitions, with a strong predominance of the number of species, suggesting
that many textbooks were outdated. Majority of analysed textbooks cannot expect
concrete action planned and executed against loss of biodiversity. The paper
calls for redressing some of the observed limitations through revision of
existing content.

References

  • Agorram B.; Caravita S.; Valente A.; Luzi D.; Margnelli N.( 2009). Knowledge and Values in Science Textbooks Concerning Complexity in Ecological Systems and Environmental Problems: A Cross-cultural Study on Secondary School Manuals.US-China Education Review v6 ; n°2 ;p25-37. Agorram B., Clement P., Selmaoui S., Khzami S.E.,Chafik J., Chiadli A.(2010). University students’ conceptions about the concept of gene: Interest of historical approach. US-China Education Review, Volume 7, No.2 (Serial No.63). Anup Shah (2015). Environmental Issues; http://www.globalissues.org/issue/168/environmental-issues Last Updated Monday, February 02, 2015 Barroca-Paccard M., Orange-Ravachol D. & Gouyon P.-H. (2015). Biodiversité et recomposition disciplinaire en SVT; Spiral-E - Revue de Recherches en Éducation – 2015 Supplément electronique au N° 55 (165-176). Caravita, S., Valente, A., Luzi, D., Pace, P., Khalil, I., Valanides, N., Nisiforou, O., Berthou, G., Kozan-Naumescu, A. & Clément, P. (2008). Construction and validation of textbook analysis grids for ecology and environmental education. Science Education International, 19(2). Fleury B. & Fabre M. (2006). « La pédagogie sociale : inculcation ou problématisation ? L’exemple du développement durable dans l’enseignement agricole français ». Recherches en Éducation, p. 67-78. (Disponible sur :http://www.recherches-en-education.net/spip.php?article111) Lhoste, Y., & Voisin, C. (2013). Repères pour l’enseignement de la biodiversité en classe de sciences. Recherches en didactique des sciences et des technologies, (7), 107-134.
Year 2016, Volume: 4 , 144 - 148, 01.09.2016

Abstract

References

  • Agorram B.; Caravita S.; Valente A.; Luzi D.; Margnelli N.( 2009). Knowledge and Values in Science Textbooks Concerning Complexity in Ecological Systems and Environmental Problems: A Cross-cultural Study on Secondary School Manuals.US-China Education Review v6 ; n°2 ;p25-37. Agorram B., Clement P., Selmaoui S., Khzami S.E.,Chafik J., Chiadli A.(2010). University students’ conceptions about the concept of gene: Interest of historical approach. US-China Education Review, Volume 7, No.2 (Serial No.63). Anup Shah (2015). Environmental Issues; http://www.globalissues.org/issue/168/environmental-issues Last Updated Monday, February 02, 2015 Barroca-Paccard M., Orange-Ravachol D. & Gouyon P.-H. (2015). Biodiversité et recomposition disciplinaire en SVT; Spiral-E - Revue de Recherches en Éducation – 2015 Supplément electronique au N° 55 (165-176). Caravita, S., Valente, A., Luzi, D., Pace, P., Khalil, I., Valanides, N., Nisiforou, O., Berthou, G., Kozan-Naumescu, A. & Clément, P. (2008). Construction and validation of textbook analysis grids for ecology and environmental education. Science Education International, 19(2). Fleury B. & Fabre M. (2006). « La pédagogie sociale : inculcation ou problématisation ? L’exemple du développement durable dans l’enseignement agricole français ». Recherches en Éducation, p. 67-78. (Disponible sur :http://www.recherches-en-education.net/spip.php?article111) Lhoste, Y., & Voisin, C. (2013). Repères pour l’enseignement de la biodiversité en classe de sciences. Recherches en didactique des sciences et des technologies, (7), 107-134.
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Details

Journal Section Articles
Authors

Mustapha Arfaouı This is me

Boujemaa Agorram This is me

Sabah Selmaouı This is me

Salah-eddine Khzamı This is me

Abdelaaziz Razoukı This is me

Lhoussaine Maskour This is me

Publication Date September 1, 2016
Published in Issue Year 2016 Volume: 4

Cite

APA Arfaouı, M., Agorram, B., Selmaouı, S., Khzamı, S.-e., et al. (2016). BIODIVERSITY IN MOROCCANS TEXTBOOKS: IMPLICATIONS FOR ACTION-ORIENTED ENVIRONMENTAL EDUCATION. The Eurasia Proceedings of Educational and Social Sciences, 4, 144-148.