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Current reforms of education systems seek to improve the learning environment and opt for a more active role of students in the construction of learning to increase their academic performance. In Morocco, several reforms have been carried out over the last two decades to address the shortcomings of the education system. Still, the results of national and international assessments remain low, particularly for science. These discouraging results are linked on the one hand to the physical learning environment offered by the Moroccan school and, on the other hand, to less tangible aspects related to the students themselves, such as their interest in learning science. Often, reforms and teaching practices neglect these less tangible aspects. However, students’ interest in school science is widely studied worldwide. At the same time, further research in the Moroccan context is needed to provide more explanations for their low achievement in science. The objective of this work is to see how interest has been defined and the good practices to measure it in the context of science teaching. In addition, to ask several questions that deserve an examination in the Moroccan school context.

Students’ interest in science learning and measurement practices. Questions for research in the Moroccan school context