• El Hassane TOULI
• Mohamed RADID
• Mohammed TALBI

This research focuses on students’ representations in optics. However, the rainbow, the eye, optical instruments and their operating principles, etc. all these elements surrounding the child in his daily life can explain why students already have representations even before having received scientific education, and we wonder how teachers in Moroccan schools go about making students assimilate the complex scientific phenomena that give rise to this field, especially in view of their initial representations, which can slow down learning . The choice of this theme led us to think about a crucial question: What can we do about students’ representations in the field of optics? To carry out this research, we developed a questionnaire which we distributed to 66 Moroccan secondary school students. The results of this study show the existence of false representations among students, which obliges physical science teachers to analyze the origins of these failures and find didactic and pedagogical means to correct them.

Representations, teaching, learning, optics

"Obstacles to learning physical sciences in moroccan college secondary school: the case of representations in optical", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.11, Issue 12, page no.c434-c437, December-2024, Available :http://www.jetir.org/papers/JETIR2412248.pdf

"Obstacles to learning physical sciences in moroccan college secondary school: the case of representations in optical", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.11, Issue 12, page no. ppc434-c437, December-2024, Available at : http://www.jetir.org/papers/JETIR2412248.pdf