Abstract
In this work we investigate the place and the importance of environmental education (EE) in Moroccan high school education with a focus on Physics/Chemistry and Biology/Geology classes. It is performed within a comparative method by using an interdisciplinary approach in order to understand the presence and the pedagogical styles adopted for the implementation of EE in both disciplines. This study is accomplished via an anthropological theory of knowledge to analyze textbooks and a questionnaire administered to 90 teachers of these disciplines throughout different high schools in Oujda academy, Morocco. The analyses of collected data were performed by adopting a statistical descriptive method. Results show that the presence and the importance of EE are mediocre and its contribution to learning activity is dominated by informative pedagogical style. Similarly, questionnaire results reveal that the implementation of EE in their practices cannot enable learners to construct competencies and skills that would help them adopt a positive behavior towards the environment because first, the presence of EE in their classes is almost absent especially in P/C classes, second, teachers’ practices are overwhelmed by the informative pedagogical style. Furthermore, respondents have never benefited from basic and in-service training and their interdisciplinary professional collaboration is totally lacking.
Highlights
Research undertaken by the Arab Forum for Environment (AFED, 2009; Mahmoud, 2009) depicts the risky impacts of global warming on both Arab countries including Morocco
In P/C textbooks, environmental issues are fairly present with the exception of Common Trend (CT) exp. where this presence is relative
Analysis of the collected data reveals that there were two categories of the teachers’ perception of the environment. Some teachers described it as a physical setting around Man (65%) while others viewed it as a setting influenced by different social practices (35%)
Summary
Research undertaken by the Arab Forum for Environment (AFED, 2009; Mahmoud, 2009) depicts the risky impacts of global warming on both Arab countries including Morocco. Arab countries may run the risk of high negative effects of climate change due to a shortage in freshwater supply, decreasing food production, diminishing biodiversity and decaying human health (AFED, 2009). In Morocco, according to a report presented by Laouina (2006) to High Commissariat Plan, which analyzed the actual environmental situation, introduced a prospective of the state of environment in 2030 which depends on the effect of demographic pressure on natural resources, urbanization rhythm and its effects, industrial development, water shortage, liquid and solid waste, and social behavior change. Environmental education mobilizes various participants, including associations, academic institutions, businesses and communities. In Morocco, more and more of these local communities develop environmental www.ccsenet.org/ies
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