Representations of Qualifying Secondary Teachers Regarding the Investigative Approach in Morocco

The innovation calls insist on the fact to identify new forms and models of learning and teaching. Actually, the educational approaches that encourage effective learning among student, is the Investigative Approach, which demonstrates more and more its potential in teaching. It is a scientific approach based on questioning and investigation where the learner is placed at the center of the action of learning questions himself, acts in a reasoned manner and communicates to build his learning while by being an actor in scientific activities. In this research, we aim to highlight the representations of secondary school teachers about the concept of investigative approach and determine the constraints and the obstacles to its implementation in the teaching of experimental sciences disciplines (Science of life and earth, Science of physics and chemistry). In order to achieve these objectives, a questionnaire was drawn up and was the subject of an exploratory study among 100 teachers of experimental sciences practicing in different secondary schools in Marrakech city. The results of this survey reveal, firstly, that the teachers questioned seem have confusions and misconceptions about the investigation process and secondly, they highlight the presence of constraints and difficulties that prevent its application in the classroom. [For the full proceedings, see ED630893.]