📄 Sciences Methods and Technologies
International Journal (SciMeTech)

Volume 2 · Issue 1 · 2026
ISSN: 3085-5284
The Pedagogical Role of Error in Life and Earth Sciences Education: Classroom Practices, and Teacher Professional Development
Youssra El Janous, Khalid Mahdi, Meryem Nsasra, Mohamed Yassine Sibnali
Pages 20–26 · Laboratory of Research in Educational Sciences, Human Sciences and Languages, Higher Normal School, Mohamed V University, Rabat, Morocco · Mathematics, Artificial Intelligence, and Digital Learning Laboratory (MIND-LAB), Ecole Normale Supérieure de Casablanca, Hassan II University, Morocco · Laboratoire multidisciplinaire en sciences de l'éducation et ingénierie de formation (LMSEIF), Ecole normale supérieure, Université Hassan II - Casablanca
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Abstract
In this article, we focus on exploring how upper-secondary life and earth sciences teachers perceive and interpret the concept of error within their professional practice. Particular attention is given to the strategies and attitudes they employ when addressing students' mistakes, drawing on data collected through classroom observations and structured questionnaires. The study was conducted with teachers working under the Tetouan Provincial Directorate during the 2023–2024 academic year. A total of 100 teachers participated, completing a questionnaire specifically designed to shed light on how theoretical perspectives on error are applied—or sometimes neglected—in everyday teaching situations. The analysis of the collected data highlights several important findings. First, teachers' representations of error vary significantly depending on their training background, pedagogical beliefs, and years of experience. Second, the results underscore that error is often treated not only as a natural part of the learning process, but also as a valuable resource for diagnosing students' misconceptions and guiding instructional decisions. Most importantly, the study reveals the crucial role played by continuous professional development. In-service training programs appear essential for helping teachers update their theoretical knowledge, refine their assessment practices, and adopt more constructive, student-centered approaches to managing errors in the life and earth sciences classroom.
Keywords: error, regulation, didactic situation, professional representations

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SciMeTech · Volume 2, Issue 1 · 2026 · ISSN 3085-5284