In this paper, we focus on how to qualify the physics sciences teachers in terms of

Different teaching approaches have revealed that teaching is a complex process, a profession that must adapt to the specific needs of the learners, the nature of the subject taught and the general context of the training. However, the act of learning is a common activity. In the educational sciences there is no one-sided approach to the didactics of physical sciences. Therefore, teachers of the physical sciences are invited to choose the appropriate pedagogical approaches based on the performance and limitations of each approach. In this article, we will review the literature of the main pedagogical approaches used to facilitate the acquisition of physical phenomena. On the basis of this study, we will highlight the added value of the combination of a relatively recent approach, based on historical investigation and simulation of physical phenomena.

International audienceIn this paper, we focus on the qualification of physics sciences teachers in terms of the integration of the use of the in Information and Communication Technology (ICT) in Moroccan physics school, Continuous training courses for the teachers ICT are vital to improve the teaching quality, pedagogical skills also to update a teaching disciplinary. However, Moroccan teachers are not often profit from continuous training courses in ICT in general and especially ineducational simulation softwares. We propose in this paper distance learning ineducational simulation softwares. The objective of this distance learning is to ease the use of ICT in general and the educational simulation softwares for all the Moroccan teachers of physics sciences. This distance training courses will combines by the elements of flexibility and efficiency, flexible in terms of time and space because the physics teachers can have their training at any time they like and where ever they are whithout needed to displace, also flexible in term of choosing the desired and needed courses. Also this training is efficient because it is professional one and offers to the physics teachers the needed educational simulation softwares

Societies are faced with development, overpopulation, and environmental problems which imply on the part of the citizen certain competences and predispositions. This has led to a critical approach of these problems. School and educational actions would be the only guarantors of an environmental education which is likely to develop values and skills that allow the development of favourable behaviours for the protection and the preservation of the natural environments. The general observation shows an important difference between the objectives and the quality of the educational actions deployed. This paper focuses on a critical analysis of these texts in order to dissect their content and their didactic relevance to the objectives of teaching. The methodology adopted is based mainly on content analysis. The results obtained lead to the conclusion that such situations and introductory texts cannot constitute relevant didactic documents to motivate and implement effective educational actions which are related to the objectives of environmental education.