How do theoretical frameworks influence immunology teaching? Insights from case studies in Morocco

Abdelkader Ouhtit; Rajae Zerhane; Rachid Janati-Idrissi

doi:10.31893/multiscience.2025439

Keywords:

Abstract

Teaching immunology faces didactic and pedagogical challenges, which sometimes stem from how scientific knowledge is translated into textbooks and teaching practices. Indeed, all scientific knowledge is rooted in a specific theoretical context, shaped by the prevailing paradigms and theories of its time. In this regard, systems theory, information theory, and cybernetics provide students with a theoretical framework to better understand immunology. This article addresses a topic that is underexplored in Morocco, focusing on the impact of teaching scientific concepts without reference to their theoretical foundations. It emphasizes the importance of integrating systems theory, information theory, and cybernetics into the immunology curriculum to enhance the teaching and learning of immunological concepts. With this in mind, and in order to explore the impact of not considering these three theories in the teaching of immunology, we conducted three studies combining qualitative and quantitative data. The first study used a semi-structured interview technique with a sample of 27 teachers. The second study used a questionnaire administered to a sample of 105 university students. The third study focused on the presentation of immunology in three official school textbooks. The results of the three studies carried out revealed that systemics, cybernetics and information theory receive little attention in the immunology curriculum, which is reflected in its learning. Indeed, the university students in our sample presented a number of difficulties, especially those relating to the communication and regulatory mechanisms of the immune system. which affects their understanding of the mechanisms governing immune responses and, consequently, their health.
References
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Ouhtit, A., Zerhane, R., & Janati-Idrissi, R. (2025). How do theoretical frameworks influence immunology teaching? Insights from case studies in Morocco. Multidisciplinary Science Journal, 7(9), 2025439. https://doi.org/10.31893/multiscience.2025439

[1] Aidoun, A., Mahdi, K., Tarichen, A., Zerhane, R., Madrane, M., Janati-Idrissi, R., & Laafou, M. (2016). Students' perceptions on some immunological concepts. International Journal of Innovation and Applied Studies, 16(3), 503.

[2] Aidoun, A., Zerhane, R., Idrissi, R. J., Amiri, E. M., & El Alaoui, M. (2022). Development of alternative teaching materials for Life and Earth Sciences: Immunology as an example. JETT(13), 371-379.

[3] Aidoun, A., Zerhane, R., Madrane, M., Janati-Idrissi, R., & Laafou, M. (2016). The concept of natural immunity in Moroccan textbooks: The second year of the Baccalaureate as an example. International Journal of Innovation and Applied Studies, 16(2), 418.

[4] Barth, B.-M. (2013). Student researcher, teacher mediator: give meaning to knowledge. Retz.

[5] Bekhat, B., Madrane, M., Janati-Idrissi, R., Zerhane, R., & Laafou, M. (2020). Analysis of Problem Situations of Some School Textbooks Related to Ecology and Environmental Education in the Programs of the International Sections of the Moroccan Baccalaureate, SVT-Option French. European Scientific Journal, ESJ, 16(15), 127. http://dx.doi.org/10.19044/esj.2020.v16n15p127

[6] Benguitoun, M., Naoufal, F., Zerrouqi, Z., & Bouabdallah, I. (2024). Equipment of life and earth sciences laboratories at the high school (Morocco): Availability, usability and security. European Scientific Journal, ESJ, 29, 127-127. http://dx.doi.org/10.19044/esj.2024.v20n19p110

[7] Berbaum, J. (1982). Systemic study of training actions. FeniXX.

[8] Bernard, A. (2006). The specificities of immunology …. In (Vol. 22, pp. 675-676): EDK. https://doi.org/10.1051/medsci/20062289675

[9] Bihouès, M.-A., & Malot, S. (1990). Some representations about vaccinations and transplants. Aster: Recherches en didactique des sciences expérimentales, 10(1), 27-46.

[10] Bourgeois, E., & Chapelle, G. (2015). Learn and make learn. PUF.

[11] Chafiqi, F., & Alagui, A. (2011). Educational reform in Morocco and curriculum reform in scientific disciplines. Education Crossroads (HS01), 29-50. http://dx.doi.org/10.3917/cdle.hs01.0029

[12] Crawford, M., & Marin, S. V. (2021). Loud and Clear: Effective Language of Instruction Policies for Learning. A World Bank Policy Approach Paper. World Bank. doi: 10.5281/zenodo.898199

[13] El Janous, Y., El-Hassouny, H., Laafou, M., & Madrane, M. (2022). Effect of ICT on Students' Achievements and Motivation in Life and Earth Sciences Subject. Pegem Journal of Education and Instruction, 12(4), 103-112. https://doi.org/10.48423/IMIST.PRSM/rmere-v7i7.30507

[14] El Ouazi, S., Madrane, M., Laafou, M., & Janati-Idrissi, R. (2019). The place of experimentation in Education for the Environment and Sustainable Development in high school. International Journal of Innovation and Applied Studies, 26(3), 748-759.

[15] Gérard, F.-M., & Roegiers, X. (2009). Textbooks to learn: design, evaluate, use. From Boeck Superior.

[16] Klassen, S. (2006). A theoretical framework for contextual science teaching. Interchange, 37, 31-62. DOI:10.1007/s10780-006-8399-8

[17] Memaï, A., & Rouag, A. (2017). The textbook: Beyond the pedagogical tool, the politico-social object. Education and socialization. Les Cahiers du CERFEE(43). https://doi.org/10.4000/edso.2014

[18] Mitchell, S. D. (2009). Unsimple truths: Science, complexity, and policy. University of Chicago Press.

[19] Mullis, I. V., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 international results in mathematics and science. Retrieved from Boston College, TIMSS & PIRLS International Study Center website: https://timssandpirls. bc. edu/timss2019/international-results.

[20] Niaz, M. (2013). Textbooks: Impact on Curriculum. Encyclopedia of Science Education. Dordrecht: Springer Netherlands, 1-4. https://doi.org/10.1007/978-94-007-6165-0_181-2

[21] Pradeu, T. (2009). Limits of the self: immunology and biological identity. Presses Universitaires de Montréal; Vrin.

[22] Rumelhard, G. (1990). The teaching of immunology: research themes. Aster: Recherches en didactique des sciences expérimentales, 10(1), 3-7.

[23] Savoie-Zajc, L. (2006). How can a scientifically valid sample be constructed? Qualitative Research, 5(1), 99–111.

[24] Shannon, C. (1953). The lattice theory of information. Transactions of the IRE professional Group on Information Theory, 1(1), 105-107. https://doi.org/10.1109/TIT.1953.1188572

[25] Silverstein, A. M. (2009). A history of immunology. Academic Press. https://doi.org/10.1016/B978-0-12-370586-0.X0001-7

[26] Sofi, A., Laafou, M., Mahdi, K., Janati-Idriss, R., & Madrane, M. (2017) learning with mobile devices in higher education in morocco: case of dut gbabb of ens tetouan. European Journal of Education Studies.

[27] Stranford, S. A., Owen, J. A., Mercer, F., & Pollock, R. R. (2020). Active learning and technology approaches for teaching immunology to undergraduate students. Frontiers in public health, 8, 114. https://doi.org/10.3389/fpubh.2020.00114

[28] Tarichen, T., Zerhane, R., & Janati-Idrissi, R. (2017). Use of ICT by high school SVT teachers in immunology education. EpiNet, 195.

[29] Tauber, A. I. (2008). The immune system and its ecology. Philosophy of science, 75(2), 224-245. https://doi.org/10.1086/590200

[30] Thomas-Vaslin, V. (2017). Understanding and modeling the complexity of the immune system. In First Complex Systems Digital Campus World E-Conference 2015 (pp. 261-270). Springer International Publishing. DOI:10.1007/978-3-319-45901-1_29

[31] Torkar, G., & KovaÄ, M. (2022). The role of textbooks in teaching and learning processes. Center for Educational Policy Studies Journal, 12(2), 7-10. http://dx.doi.org/10.26529/cepsj.1479

[32] Turchany, G. (2020). The theory of systems and systems. In: P.

[33] Vincent, L.-M. (1994). Reflexions sur l'usage, en biologie, de la theorie de l'information. Acta Biotheoretica, 42, 167-179. https://doi.org/10.1007/BF00709488

[34] Von Bertalanffy, L. (1972). The history and status of general systems theory. Academy of management journal, 15(4), 407-426. https://doi.org/10.5465/255139

[35] Walker, J. (1989). Getting Them Unstuck: Some Strategies for the Teaching of Reading in Science. School Science and Mathematics, 89(2), 130-135. https://doi.org/10.1111/j.1949-8594.1989.tb11900.x

[36] Wiener, N. (1971). Cybernetics and Society (1950). Paris: Union Générale d’Editions.

Abstract

References

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