Séismes et risques sismiques dans les manuels scolaires des Sciences de la Vie et de la Terre au Maroc
Abstract
Cette étude vise à évaluer le contenu lié aux séismes et au risque sismique, ainsi que l'intégration de l'éducation aux risques sismiques dans les manuels scolaires des Sciences de la Vie et de la Terre au Maroc. Pour ce faire, une analyse de contenu a été réalisée sur neuf manuels des cycles collégial et qualifiant, en s'appuyant sur une grille d'analyse de cinq critères. Les résultats révèlent que les séismes sont souvent traités de manière descriptive. Cependant, la notion de risque sismique, comprenant l'aléa, la vulnérabilité et les enjeux, est totalement absente. Les manuels se focalisent principalement sur l'origine des séismes, les plaques tectoniques et leurs mouvements. De plus, les manuels du cycle qualifiant ne traitent pas de l'impact des séismes ni des mesures de gestion des risques associés. Bien que certains manuels du cycle collégial abordent les effets destructeurs des séismes sur les vies humaines, les biens matériels et l'environnement, ils demeurent insuffisants sur la question de la gestion des séismes. En matière de prévention, seuls quelques manuels du cycle collégial mentionnent des mesures sécuritaires, mais l'inclusion d'exemples concrets et de stratégies d'atténuation reste nécessaire pour renforcer la compréhension des élèves. En conclusion, cette recherche souligne l'importance de relier les connaissances scientifiques aux enjeux locaux et de renforcer l'éducation préventive dans les manuels des Sciences de la Vie et de la Terre. Cela permettrait non seulement de sensibiliser les élèves aux mesures de prévention et à la gestion des séismes, mais aussi de renforcer leur résilience face aux catastrophes naturelles.
The aim of this study is to evaluate the content related to earthquakes and seismic risk, as well as the integration of seismic risk education in Life and Earth Sciences (LES) textbooks in Morocco. A content analysis was conducted on nine LES textbooks from the middle and secondary school levels, using a five-criteria analysis grid. The results revealed that the treatment of earthquakes is predominantly descriptive. The concept of seismic risk, which includes hazard, vulnerability, and exposure, is entirely absent. Furthermore, the textbooks focus mainly on the origins of earthquakes, tectonic plates, and their movements. In addition, LES textbooks at the secondary school level do not cover the impact of earthquakes or seismic risk management strategies. The destructive effects of earthquakes on human life, property, and landscapes are mentioned in some middle school textbooks. Regarding earthquake management, only a few middle school textbooks address certain preventive and safety measures. There is a need to include more concrete examples and mitigation measures to enhance students' understanding. In conclusion, this research highlights the importance of connecting acquired scientific knowledge with local issues and the need to better integrate seismic risk prevention education into LES school textbooks. This would not only raise students' awareness of mitigation strategies and practical earthquake management but also strengthen their resilience in the face of natural disasters.
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