1. Context
Building a school on the students’ „size” represents a provocation for all those who assume in a real manner the
teacher mission and who have found their vocation in this profession. This implies a pragmatic orientation of
curriculum, a fastening to the problems of the contemporary society, a change of educational practices and a flexible
pedagogic conception, dissociated from the canons of the traditional pedagogy, conservative and anachronic.
Building a school on the students’ „size” means to centre the educational process on competencies, to endow
students with a series of life abilities, which will help them during their insertion in the socio-professional
environment. For that matter, the contemporary school mission resides exactly in the formation of key competences,
usable in a variety of concrete situations.
The competency of learning how to learn, one of the key competencies for the 21st century, subsumes also the
capacity of problems solving. The valorising of PBL in instructional context allows, as we will demonstrate in the
present study, the development of this capacity and, implicitly, of the competency of learning how to learn.
Before describing this strategy and inventorying its formative valences, we consider useful the analysis of the
basic competencies in Mathematics, Sciences and Technology, referring especially to competencies in Sciences,
targeted also in our investigative demarche.
In the report regarding education, made by the Academic Society from Romania (SAR), in March 2010, the
authors define competencies in Sciences as the ability of using a methodological and knowledge corpus, implicated
in the explaining of natural world, in order to identify questions and to pull conclusions based on empiric evidences.
For Science and Technology, the essential knowledge includes the basic principles of the natural world;
fundamental scientific concepts; principles and methods; technology, technological products and processes;
comprehension of the science and technology impact upon the natural world. These competencies, as enunciated in
the mentioned report, must help individuals understand better the progresses, limitations and risks of the scientific
theories, applications and technology in society (in relation with: the process of decisions taking, values, aspects of
moral order, culture etc.).
The abilities include the capacity to manipulate instruments and to use scientific data in order to reach an
objective or a conclusion /to make a decision based on empiric evidences. The persons should be able to recognize
the essential features of the scientific investigation and to have the ability to communicate the conclusions and the
reasoning that led to them (SAR Raport Educaţie, 2010).
Benefiting of a clear description of knowledge and abilities circumscribed to the competency in Science, we
wonder: To what extent our students are in their possession? To what extent Science is for them an area sufficiently
attractive to deepen to a higher level through the university studies? The answer to these questions can be found in a
document of the European Union Council. Thus, in The Council Conclusions regarding the improvement of the
basic competencies level in the context of European cooperation for the 21st century schools (2010), are specified the
following:
x The innovative pedagogic methods and the well-prepared teachers may improve the students’ ability towards
MST (Mathematics, Sciences and Technologies) and the achievements in this field; moreover, this thing may
lead to the situation in which more students continue their studies in these fields at superior levels and,
eventually, in increases the number of graduates in MST;
x Following the European Commission Report from 2007 (Science Education Now: A Renewed Pedagogy for the
Future of Europe, 2007), it is recommended the more extended utilization of an education based on research in
Sciences, eliminating isolation of Science teachers through networking, the paying of a special attention to the girls’
attitude towards Mathematics, Sciences and Technologies and opening of schools towards a wider community;
1. ContextBuilding a school on the students’ „size” represents a provocation for all those who assume in a real manner theteacher mission and who have found their vocation in this profession. This implies a pragmatic orientation ofcurriculum, a fastening to the problems of the contemporary society, a change of educational practices and a flexiblepedagogic conception, dissociated from the canons of the traditional pedagogy, conservative and anachronic.Building a school on the students’ „size” means to centre the educational process on competencies, to endowstudents with a series of life abilities, which will help them during their insertion in the socio-professionalenvironment. For that matter, the contemporary school mission resides exactly in the formation of key competences,usable in a variety of concrete situations.The competency of learning how to learn, one of the key competencies for the 21st century, subsumes also thecapacity of problems solving. The valorising of PBL in instructional context allows, as we will demonstrate in thepresent study, the development of this capacity and, implicitly, of the competency of learning how to learn.Before describing this strategy and inventorying its formative valences, we consider useful the analysis of thebasic competencies in Mathematics, Sciences and Technology, referring especially to competencies in Sciences,targeted also in our investigative demarche.In the report regarding education, made by the Academic Society from Romania (SAR), in March 2010, theauthors define competencies in Sciences as the ability of using a methodological and knowledge corpus, implicatedin the explaining of natural world, in order to identify questions and to pull conclusions based on empiric evidences.For Science and Technology, the essential knowledge includes the basic principles of the natural world;fundamental scientific concepts; principles and methods; technology, technological products and processes;comprehension of the science and technology impact upon the natural world. These competencies, as enunciated inthe mentioned report, must help individuals understand better the progresses, limitations and risks of the scientifictheories, applications and technology in society (in relation with: the process of decisions taking, values, aspects ofmoral order, culture etc.).The abilities include the capacity to manipulate instruments and to use scientific data in order to reach anobjective or a conclusion /to make a decision based on empiric evidences. The persons should be able to recognizethe essential features of the scientific investigation and to have the ability to communicate the conclusions and thereasoning that led to them (SAR Raport Educaţie, 2010).Benefiting of a clear description of knowledge and abilities circumscribed to the competency in Science, wewonder: To what extent our students are in their possession? To what extent Science is for them an area sufficientlyattractive to deepen to a higher level through the university studies? The answer to these questions can be found in adocument of the European Union Council. Thus, in The Council Conclusions regarding the improvement of thebasic competencies level in the context of European cooperation for the 21st century schools (2010), are specified thefollowing:x The innovative pedagogic methods and the well-prepared teachers may improve the students’ ability towardsMST (Mathematics, Sciences and Technologies) and the achievements in this field; moreover, this thing maylead to the situation in which more students continue their studies in these fields at superior levels and,eventually, in increases the number of graduates in MST;x Following the European Commission Report from 2007 (Science Education Now: A Renewed Pedagogy for theFuture of Europe, 2007), it is recommended the more extended utilization of an education based on research inSciences, eliminating isolation of Science teachers through networking, the paying of a special attention to the girls’attitude towards Mathematics, Sciences and Technologies and opening of schools towards a wider community;
การแปล กรุณารอสักครู่..