Dr. ABDELJALIL METIOUI | science didactics | Best Researcher Award

Professor at Université du Québec à Montréal, Canada.

Dr. Abdeljalil Métioui is a full professor at the Université du Québec à Montréal (UQAM) , specializing in science didactics . With advanced degrees in physics and education from Université Laval , Université de Bordeaux I , and Université Mohamed V , he has spent decades enhancing physics education across Canada, France, and Morocco. Since 1995, he has played a leading role at UQAM in training future science educators . His research explores conceptual change, digital tools in learning, and historical epistemology . Dr. Métioui actively shares his work via platforms like ResearchGate, ORCID, and Academia.edu .

Professional Profile:

SCOPUS

ORCID

Suitability For Best Researcher Award

Dr. Abdeljalil Métioui is highly suitable for the Best Researcher Award due to his exceptional contributions to the field of science didactics, with a focus on physics education. His distinguished academic journey, global teaching footprint, and over three decades of dedicated research have significantly impacted both theoretical and practical aspects of science education. Dr. Métioui is not only a prolific researcher but also a mentor, collaborator, and innovator who has helped shape science instruction across cultural and linguistic boundaries.

Education & Experience

Education:

• Ph.D. in Science Education – Université Laval, Canada

• M.Sc. in Physics – Université Laval, Canada

• Bachelor’s in Physics – Université de Bordeaux I, France

• Diplôme d’Études Universitaires Générales (DEUG) in Physics & Spectrometry – Université Mohamed V, Morocco

Experience:

• Full Professor, Department of Didactics – UQAM (since 1995)

• Visiting and teaching roles in Canada, France, and Morocco

• Over 30 research publications on physics didactics and student misconceptions

• Collaboration with Prof. Louis Trudel on diagnostic and didactic strategies

Professional Development

Dr. Métioui continually enhances his professional profile through global collaboration , interdisciplinary research , and educational innovation. He frequently participates in academic conferences , science education workshops , and digital pedagogy seminars . His ongoing work in diagnostic tools and conceptual change has positioned him as a mentor to emerging scholars . By integrating history, epistemology, and technology into science learning, he supports both academic theory and classroom practice . His dedication to knowledge dissemination is evident in his active presence on platforms like ResearchGate and Academia.edu , reflecting his commitment to evolving science education practices.

Research Focus

Dr. Métioui’s research centers on science didactics , particularly in physics education . He investigates how students construct and modify scientific concepts , emphasizing conceptual change in learning environments. His work bridges historical epistemology and modern pedagogical tools to improve teaching strategies. He is particularly known for analyzing student misconceptions and creating diagnostic tools to tailor instruction. His collaborative research, especially with Prof. Louis Trudel, promotes evidence-based sequencing of didactic content. Dr. Métioui also explores how cultural context influences science understanding , making his work critical for diverse and inclusive science education.

Awards and Honors

While specific award names are not publicly listed, his academic influence and recognitions include:

• Published 30+ peer-reviewed research papers in prestigious journals

• Long-standing tenure and full professorship at UQAM (since 1995)

• Invited collaborator and consultant in international science education projects

• Recognized for cross-cultural research contributions in science didactics

• Highly cited and followed on ResearchGate, ORCID, and Academia.edu

Publication Top Notes

Article Title:
Primary School Preservice Teachers’ Alternative Conceptions about Light Interaction with Matter (Reflection, Refraction, and Absorption) and Shadow Size Changes on Earth and Sun

Author: Métioui, Abdeljalil
Journal: Education Sciences
Year: 2023
Open Access: Yes
Citations: 5

Description
This study explores the misconceptions held by primary school preservice teachers regarding the interaction of light with matter—specifically reflection, refraction, and absorption—as well as their understanding of shadow size variation due to the Earth-Sun relationship. Using a qualitative methodology, the research highlights that many future educators struggle with scientifically accurate conceptualizations of these key physics and astronomy concepts. Their misunderstandings, rooted in intuitive or everyday reasoning, pose challenges for effective science teaching. The paper emphasizes the importance of targeted teacher training and curriculum reforms to correct these alternative conceptions before they are passed on to students. The findings contribute significantly to science education literature and underline the necessity of improving conceptual clarity in teacher preparation programs.

Conclusion

In conclusion, Dr. Abdeljalil Métioui embodies the qualities of an outstanding researcher: deep expertise, innovation, international reach, and educational impact. His lifetime of scholarship in science education, particularly his focus on improving how physics is taught and understood, makes him a compelling candidate for the Best Researcher Award. His work continues to inspire educators, inform teaching practices, and enhance science literacy worldwide.