The high level of abstraction associated with geological concepts, and the widespread use of the French language in the teaching of scientific subjects, in this case Life and Earth Sciences (L&ES) in secondary school, constitute a major obstacle to access to knowledge and academic success. In the present study, the major difficulties associated with assimilating geological concepts in the first year of secondary school were investigated by means of a questionnaire sent to 30 life and earth sciences teachers in schools in the Kalaâ des Sraghna provincial department of AREF Marrakech-Safi....