PLANT CLASSIFICATION AND BIODIVERSITY WHAT RELATIONSHIP IN TEXTBOOKS OF MOROCCO

Year 2016, Volume: 4 , 149 - 151, 01.09.2016

Lhoussaine Maskour Anouar Alamı Moncef Zakı Boujemaa Agorram

Abstract

Biodiversity is rapidly declining worldwide. The main cause
of the loss of biodiversity can be attributed to the influence of human beings
on the world’s. To protect biodiversity we need to understand it. An informed
understanding of plant diversity and resources has never been more important.
Environmental surveys and effective conservation strategies depend upon
detailed knowledge of plants. To communicate such knowledge accurately and
effectively, training is required in plant taxonomy, the discipline devoted to
plant diversity, relationships and nomenclature. In Morocco, plant taxonomy is
addressed in different levels of pimary and secondary education. Textbooks,
didactical reference tool for pupils and teachers, also address this issue. The
purpose of this paper  is to present the
results of the analysis of pedagogical
approaches used by these textbooks. The methodology used  is content analysis both in the text and in
images. The analyzes show that there is dominance of the functionalist
classification and negligence of the utility of species. In textbooks, there is
use of ecological criteria, relating to reproductive and vegetative and
negligence of genitic and biochemical criteria. The pedagogical styles are
often informative and explanatory. The classification of plants is not linking
in an explicit way with biodiversity. Results show that pedagogical
approaches fail to develop the necessary skills to classify plants include in
particular the kinship between species and to classify living species in their
taxa. Such pedagogical approaches does not allow the development of critical
thinking required in any action of the Environmentel education.

 

Keywords

Botanical classification, Textbooks, Biodiversity, pedagogical approach

References

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