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This research paper aims to promote environmental knowledge and behavior in the Moroccan school through the syllabus of science at the level of the Moroccan middle School. As a first step, a comparative multi-case study was conducted. It is intended for students from four middle Schools who belong to four different socio-environmental backgrounds. The survey was conducted through questionnaires which consist of four sections; the learning methods, the teaching aids, environmental knowledge, and the use of environmental knowledge in adequate eco-responsible behaviors. Based on the analysis of the results obtained at the level of the four schools, a teaching intervention of four weeks (2 hours per week) was then carried out. During this process, the same program was taught but otherwise. In order to meet the objectives of this work, we have inserted some local environmental problems through active learning methods and relatively appropriate teaching aids. In our intervention, we have made the necessary link between ecological knowledge and the appropriate pro-environmental behavior. This, however, is attributed to the fact that it has never been used before. The results show that there is a significant improvement, both in terms of environmental knowledge acquired and the intentions to adopt eco-friendly environmental behaviors.
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