Earth Sciences in Moroccan Secondary Education: Limited Curricula Coverage and Absence of Fieldwork

Abstract

This study investigates the pedagogical orientations, curricula, and textbooks of Life and Earth Sciences (LES) in Moroccan secondary education, with a particular focus on the role of Earth sciences and the integration of field trips. To ensure objectivity, analysis grids based on specific criteria and indicators were employed, allowing for both quantitative and qualitative evaluation of curricula and textbooks. The results reveal that the LES curriculum prioritizes biology, limiting the time devoted to Earth Sciences (ES) and omitting field trips from instructional practices. Such constraints are likely to impede the effective acquisition of geological concepts by restricting opportunities for hands on and contextualized learning. Based on these findings, recommendations are proposed to enhance the presence of ES and promote the systematic incorporation of fieldwork in secondary-level LES education.