Identifying challenges in teaching chemistry among high and middle school physics and chemistry teachers in Morocco

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The findings show that academic qualifications of teachers create significant barriers to effective chemistry teaching.
Results from the analysis indicate that high school chemistry curricula often feature high levels of abstraction, complicating student understanding.
This observational analysis across various schools in Morocco revealed insufficient cognitive development among students as a key issue.
The study's recommendations suggest enhancing teacher professional development and revising curricula to better integrate practical experiences.

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This research identifies barriers to effective chemistry teaching in Morocco, highlighting curriculum issues and teacher development needs.

Mardy et al. (2025) studied this question.

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This research identifies barriers to effective chemistry teaching in Morocco, highlighting curriculum issues and teacher development needs.