Abstract
Innovation in science and technology education is important for national development. The challenge is particularly acute in developing countries, which often lack trained teachers and basic scientific equipment. Teaching and learning physics, as well as other STEM disciplines, is challenging for teachers and learners, respectively; hence, integrating active learning methods to improve the understanding of basic concepts in physics is warranted. For the stakeholders, namely teachers and learners, the transition from traditional teaching practice to active learning is fraught with challenges and risks, which are represented by the nature of the knowledge, programs and learning activities. In 2010, the UNESCO Chair “Teaching Physics by Doing” was installed at Cadi Ayyad University, Morocco, among UNESCO’s structural actions to promote and innovate physics education. The project focuses on active learning, which involves learners in the learning process. The objective of this project is to promote effective learning to enable students of physics to actively participate in practical and conceptual activities. Many teachers at Cadi Ayyad University have been working on this project following the positive changes that have occurred during these years.
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Acknowledgements
This work was realised within the framework of the UNESCO Chair “Teaching Physics by Doing” at Cadi Ayyad University. The authors would like to give special thanks to the UNESCO ALOP team for their encouragement and valuable advice.
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Ait Si Ahmad, H., Alarcon, M., Berrada, K. (2022). Active Learning—A Pedagogy Towards Rational Thinking. In: Berrada, K., Burgos, D. (eds) Pedagogy, Didactics and Educational Technologies. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-19-5137-4_2
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