Empirical Studies
THE VARIABILITY OF ADOLESCENTS’ INTERESTS IN THE ACADEMIC CONTEXT | Claudia SĂLCEANU
Full article | Abstract&Keywords Abstract: Adolescence is among the most studied developmental stages. It represents critical transition stage in human development, characterized by a large amount of changes, to which young people must find creative solutions in order to adapt. Among the most important developmental tasks is the dimension of motivation and, in particular, interests as motivational structures. A convenience sample of 1360 adolescents, aged between 12 and 24 years old, filled in the Questionnaire for Evaluation of Vocational Interests (Cognitrom Assessment System). The objectives and hypotheses of the research are mainly focused on the identification of the existing differences in the area of interests, based on the following criteria: age, gender and environment of provenance. The study identifies a preference of the postadolescents for the social and investigative interests; a preference for artistic, social and realistic interests of girls; and a preference of urban-based adolescents for conventional and investigative interests. Results highlight the importance of identifying the variability of interests for both a better knowledge of this developmental stage and a better organization of the instructive-educational activities, thus supporting the development of career counseling and guidance in schools, high-schools and universities. Keywords: Academic context, adolescence, interests This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License . DEVELOPING SOCIAL INCLUSION AND 21ST CENTURY SKILLS THROUGH PROJECT BASED LEARNING IN THE ERASMUS + PROJECT “WISH” | Darius BOROVIC Full article | Abstract&Keywords Abstract: The study presents the findings of an experimental research related to the implementation of Project Based Learning in the Erasmus Plus KA201 project Work for an Inclusive School Heritage in Romanian high-schools. One of the projects goals was to develop, to apply and to exchange innovative practices in the 5 countries of the Erasmus partnership (Slovakia, Turkey, Catalonia – Spain, Italy and Romania). The experimental research studied an original Project Based Learning strategy developed from John Dewey’s ideas, Project Citizen and the MAPA methodology for planning funding projects. Teachers from the 5 partner countries were trained and the students from the participant high-schools planned and implemented several social action projects. In Romania we surveyed a sample of 226 students using a validated questionnaire with the majority of questions taken from international literature. The quasi-experimental research proves a statistically significant increase of the students’ positive attitudes toward migrants and minorities, several institutions, civic action, and social inclusion. The desire to participate in solving problems of the community and the level of development of several 21st Century Skills have also improved. Keywords: Project Based Learning, social inclusion, 21st Century Skills This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License . TEACHERS’ ATTITUDES TOWARD THE INCLUSION OF STUDENTS WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD) | Florentina LINCĂ Full article | Abstract&Keywords Abstract: In the last few decades, researchers in the field of education have paid particular attention to the inclusion of children with special educational needs (SEN) in mainstream schools. Children with Attention Deficit/Hyperactivity Disorder have been included among those with special support needs and special educational needs in the USA since 1990, when the Individuals with Disabilities Education Act (IDEA) was adopted. In Romania, although there is no specific legislation yet, in 1990 by Law 15, the Romanian Parliament ratified the Convention on the Rights of the Child, which laid the foundations for inclusion of children with special educational needs in mainstream school and society. This study aims to achieve two objectives. The first objective was to explore the relationship between the perception of primary school teachers about the severity of the symptoms of ADHD students, their attitude towards the integration of ADHD students in the school and their knowledge about ADHD. The second objective covered the aspects from the questionnaires applied and from the interview. The results show that the teachers’ attitudes towards the integration of children with ADHD into mainstream schooling are often neutral, that primary school teachers have knowledge of the symptoms, etiology, and treatment of ADHD students, and that there is a mediating effect (Z = 2.02, p = 0.044, p<0.05), which accounts for 36.6% of the total effect. It can be concluded that all the objectives have been achieved and the results can be used to carry out in-service training programs for primary school teachers. Keywords: ADHD, integration, inclusive school, teachers’ attitudes, teachers’ understanding This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License . PRIMARY STUDENTS` MISREPRESENTATION IN SCIENCE LEARNING | Luminița CATANĂ, Mădălina ANGELUȘIU Full article | Abstract&Keywords Abstract: In the first three grades of the Romanian primary school, Mathematics and environmental exploration is studied as an integrated discipline. In this configuration, knowledge of the environment through exploratory activities has a relatively small budget of time available, only one hour per week, the priority often being given to Mathematics, due to the requirements of the educational system. In the 3rd and 4th grades, the science study is realized through a new discipline called Nature Sciences, with one hour per week. During the available time, students learn to plan the stages of an investigation, to participate in simple experiments and to check their own assumptions for the already known phenomena or processes. As a result of the limited time dedicated to the study of Science, a series of errors, inaccurate methods and scientific misconceptions (coming from the family, friends, or media) are still perpetuated, until the secondary school. The article intends to highlight some types of Science learning errors, with examples from the students’ notebooks and worksheets, to identify their possible causes and to create a certain typology for these errors. At the end of the article, a few recommendations are made for the teachers who teach Science in primary school and for the authors of didactical resources for the discipline Nature Sciences, according to the new curriculum. Keywords: Math and Science curricular area, primary school, science learning errors This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License . THE EDUCATIONAL REINTEGRATION OF THE REMIGRANT PUPILS IN ROMANIAN SCHOOLS. CASE STUDY IN VRANCEA COUNTY | Florentina CIOMAGA Full article | Abstract&Keywords Abstract: The educational system in Romania is facing the new challenge of reintegrating the children that returned in their home country after a period of migration, and the update in the educational procedures is becoming more and more important as the number of the remigrant children is rapidly increasing, the most recent estimations mentioning 150,000-180,000 (Brebuleţ, 2018). This research investigated the social perception of the remigrant pupils in the educational field (native pupils and teachers) and the potential changes that teachers, schools and the system could implement (from specific activities to institutional update and development of new didactic instruments). The research methodology was quantitative, based on a questionnaire with Likert type scales. Previous researches in Vrancea county showed the psychological, social and educational effects of remigration, but the updates in the educational system to better respond those needs is more dependent on their perception by the decision makers (teachers and school management) and by the native children. Ideally, the social perception should adequately reflect the educational reality. Still, what happens if the perception of the native children and teachers does not reflect reality? What happens if the majority of children could not identify the problems the remigrants face after returning to Romania? What if the teachers, when planning, implementing and evaluating the educational activities, don’t rely on an adequate knowledge of the difficulties that remigrants have to face, can they support the educational system to better respond to the specific needs of the remigrants? Keywords: Educational reintegration, remigrants, school development This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License . BULLYING IN SCHOOL – PREVENTION AND INTERVENTION STRATEGIES | Luminița Mihaela DRĂGHICESCU, Ioana STĂNCESCU Full article | Abstract&Keywords Abstract: In a world that seems to lose its axiological landmarks, in which conflicts and aggressiveness are present at any level of society, in various forms, the school is no longer a safe and positive environment for either children or teachers. Bullying is a phenomenon that is implied into school life, having negative effects on the physical and mental health of children, on their personality, as well as on the quality of the educational process. In this context, through our study, we intend to investigate the extent to which teachers, being aware of the seriousness of the actions subsumed by bullying, are intervening promptly, adopting a series of strategies to prevent and/or combat this phenomenon. At the level of the European Union and beyond, there is an obvious concern for preventing and limiting the school bullying. Consequently, through our investigative approach, in which we included a group of teachers from pre-university education, we also aim to identify the extent to which they are aware of the need for involvement, in order to promote a safe educational climate, to ensure the physical and emotional security of their students. The results of our research revealed a proactive attitude on behalf of the teachers, who were aware of the importance of their intervention for the development of harmonious relationships among students, for the training/development of their socio-emotional competences, as well as for diminishing/stopping bullying, through mediation, appropriate sanctions, effective collaboration with all the educational partners. Keywords: Bullying, educational climate, educational relationships, socio-emotional competences, strategies for preventing and combating bullying This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License . THE RELATIONSHIP BETWEEN RESEARCH AND TEACHING: ASSESSING THE STUDENTS’ PERCEPTIONS IN THE CONTEXT OF A NEW EVALUATION METHODOLOGY | Miruna Luana MIULESCU Full article | Abstract&Keywords Abstract: As teaching and research are perceived as two core academic activities, various attempts have been made to incorporate research into the teaching process. Literature suggests that the link between research and teaching does not only improve the students’ subject knowledge, but also their critical thinking and problem-solving skills. The present paper focuses on the students’ perception of research integration into the teaching process at the undergraduate education level, second year within the Educational Sciences specialization at the University of Bucharest, Faculty of Psychology and Educational Sciences. The aim of the study was to understand the way students perceive the research integration in their courses in the context of introducing a new assessment methodology which focuses on this process. The one-group pre-test – post-test research design involved collecting data from 52 students using the Student Perception of Research Integration Questionnaire (SPRIQ). Data analysis revealed that students perceive many potential benefits when research is integrated into the teaching activity, they are more motivated and interested in the way research is carried out in their department, and have a better perception of their learning environment. Keywords: Assessment methodology, research-teaching relationship, Student Perception of Research Integration Questionnaire (SPRIQ) This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License . IMPROVING SCHOOL CLIMATE THROUGH THE TEACHERS’ AND STUDENTS’ CREATIVITY | Mariana MORARU Full article | Abstract&Keywords Abstract: The main focus of this article is to highlight the role of creativity in improving school climate. Both, school climate and creativity are two concepts with a large history of research but also with many definitions and explanations. Researches on creativity (Sadler-Smith, 2015; Wallas, 1926) present some phases of the process of creation that help us understand it better. Graham Wallas in Art of Thought (1926) introduces a four-stage model of the creative process including preparation, incubation, illumination and verification and other researchers on the subject developed these ideas. These phases identified by the researchers are developed in the present paper to give readers a clearer image about the concept of creativity. After explaining what creativity means, based on what researchers argue, we will emphasize the importance of both teachers’ and students’ creativity in enhancing the school climate. In a world in which students have a lot of distracters at each corner, teachers must help them to be an active part of the process of teaching and learning. By developing a good relationship with students, by asking them about what they like and guiding them wisely through the process of education, teachers can have more success in achieving their educational goals. The students’ creativity deserves to be valued in schools and can be an essential part of improving the school climate. Keywords: Creativity, school climate, student’s creativity, school climate improvements, teachers’s creativity This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License . DO AQUATIC ACTIVITIES BOOST SOCIAL SKILLS FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS? | Maria BELLA Full article | Abstract&Keywords Abstract: This paper provides a number of aquatic programmes, and critically analyzes methods and techniques used to develop social skills in young children with Autism Spectrum Disorders (ASD). Social skills are interpreted through a ToM theory lens, emphasizing interactions, such as understanding, explaining, predicting, and manipulating the behavior of themselves and others. Based on these elements, the purpose of this review is to study the role of adapted group aquatic programmes and its effect on children with ASD to understand the concept of peers and learning the benefits of two important social skills, teamwork, and relationships. An online search through ProQuest and First Search resulted in seven studies of diverse methodologies. All these studies support the value of these programmes as a means of social skills’ development. Qualitative as well as quantitative data which included, checklists, interviews, and tests, indicated these programmes benefit ASD children’s’ social skills, such as cooperation, communication and increase in self-esteem. Findings suggested that children with ASD have opportunities to make new friends, feel more comfortable in a group and reduce anxiety through swimming. These relationships can continue, as they discover other common interests. More longitudinal studies are needed to develop aquatic activities as an extracurricular activity and the planning process to achieve the intended outcomes. By synchronizing theory with sports activities and teamwork, children with ASD can feel a deep sense of accomplishment upon achievement. Keywords: Autism spectrum disorders, interactions, social skills, swimming, teamwork This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License . GEORGETA PÂNIȘOARĂ. PSYCHOLOGY OF LEARNING. HOW DO CHILDREN AND ADULTS LEARN? Iaşi, Polirom Publishing House, 2019, 296 pages, ISBN 978-973-46-7725-2| Andreea-Diana SCODATheoretical Studies
Reviews
