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Science of evolution is the basic of life and earth science (LES). It searches for mobilize the process and reasoning of tow scientific poles: functionalist and historical. Because it try together to reconstruct the history of living beings from their origins and to explain the working biological mechanisms in this process. Therefore, studies of evolution must respect this double polarization. In this article, we analyzed the programs of studied subjects in life and earth sciences for secondary school in Morocco to know how this polarization is taken into accent. We show that the programs of life and earth sciences are heaving biased toward the scientific pole functionalist. So, the historical sciences remains poor and implicit. This tendency, patent in the programs of life and earth science, might reveal probably more the difficult of evolution studies in Morocco.

This study aims to describe the learning environment that can influence the construction of scientific concepts among Moroccan students. It focuses on the role of students’ initial conceptions in the teaching practice of Life and Earth Science (LES) teachers in Morocco. To conduct this study, we performed a quantitative analysis of collected data using a multiple-choice questionnaire, which aimed to understand the characteristics of the target group and the techniques employed to gather students’ initial conceptions of the ecosystem, as well as their declared and actual teaching practices. To compare our results, we considered two contexts: rural and urban, where the teachers operate. The analysis of the obtained results revealed that a majority of the surveyed teachers start by identifying students’ initial conceptions before approaching the teaching process. Additionally, the study found that debate and diagnostic testing are the most commonly utilized techniques for identifying and addressing students’ initial conceptions of the ecosystem. Furthermore, this analysis revealed that teachers do not take students’ conceptions into account when preparing the ecosystem learning sequence.

Science teaching requires not only the acquisition of scientific knowledge, but also the appropriation of scientific ways of thinking and the development of a scientific and technological culture. According to the constructivist model, the teacher must consider the classroom as a research laboratory, enabling learners to apply scientific approaches to the construction of knowledge. Adopting this model requires consideration of coherent methodological and epistemological options, as well as an understanding of key aspects of the nature of science, as the latter is an essential component in developing students’ scientific culture. This research aims to explore and analyze the idea of science among Moroccan teachers of life and earth sciences. We explored these ideas through semistructured interviews, followed by a qualitative content analysis. We found a certain heterogeneity of conceptions among the teachers. They share contrasting conceptions of science, sometimes adequate, sometimes erroneous. This study therefore highlights a profound lack of culture in terms of reflection on the nature of science and the ways in which scientific knowledge is developed. Hence, it is important to add epistemology in initial and in-service teacher training. Thus, training in the history of science appears desirable in order to emphasize the evolutionary and revolving character of science, and to ensure a positive impact on teachers, students, society and the environment.