Diagramming to Teach: What Skills for Pre-Service Life and Earth Sciences Teachers?

Abstract

This study examines the role and mastery of visual representations, specifically scientific drawings and diagrams, as essential pedagogical tools in Life and Earth Sciences (LES) education. The objective is to evaluate the scientific, graphical, and didactic competencies of 100 trainee teachers in initial training at the Regional Center for the Professions of Education and Training in Oujda, Morocco, in conceptualizing complex phenomena such as internal geodynamics. Through a descriptive and exploratory approach, participants were evaluated on the standardized, time-limited production of a captioned diagram illustrating a subduction zone. Quantitative and qualitative analysis of the productions (94% participation rate) highlights significant contrasts: while the direction of tectonic movements and the formulation of titles are generally mastered, critical gaps persist. These concerns include spatial organization, the precision of graphic conventions, the accuracy of labels, and didactic transposition adapted to the target educational level. The results reveal that mastery of theoretical concepts does not guarantee their transferability into popularized visual aids that are usable in the classroom. This deficit, rooted in a lack of training in manual drawing as well as methodological or linguistic barriers, underscores the urgency of a curricular evolution. The article therefore advocates for the systematic integration of practical diagramming workshops and enhanced didactic support within training programs for future LES teachers.