The obstacles to the understanding and the assimilation of physical concepts are very often very complex to perceive and, therefore, methodologies, approaches and reforms that can overcome these barriers are continuously proposed by the Ministry of Education. In the present tentative, which may be considered as a first step to a more developed work, we proposed a questionnaire to future physics and chemistry teachers in secondary schools (at CRMEF of Fez, Morocco). In addition, we were able, through discussions with physics university professors, to have an idea about the reactions of the students on the problem, The objective was to identify difficulties and barriers faced by those students during the teaching and learning of the concept of the earth's Coriolis force. This work, which constitutes a part of an action research, could allow the desired solutions to the barriers mentioned above.The collected results revealed a misperception of the concept associated with the Earth's Coriolis force, pointing out that teaching strategies have to be reviewed, and that pedagogical tools have to be implicated in these strategies.

The approach developed in the present work aims to help overcoming the difficulties faced by undergraduate students to understand certain physical concepts and phenomena. Indeed, many physical phenomena, established analytically, remain imperceptible and give rise to doubt in the minds of students. One of these phenomena is the Earth's Coriolis force, which we realized its complexity through a questionnaire to a population consisting of future physics and chemistry teachers in secondary schools (at CRMEF, Fez, Morocco). The misperception of such phenomenon is increased because the lack of laboratory experiments that may show the effect of the Coriolis' force. In this regard, we propose a pedagogical scenario based on one of the manifestations of this force, integrating information and communication technologies (ICT). This scenario is based on a numerical simulation algorithm, which is, from our point of view, may help students to better perceive and understand the complexity of this force. The impact of this investigation was shown to be very constructive. Moreover, to our knowledge, this approach through a simulation process, is the first to be elaborated and proposed.