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Training of scientific knowledge competence in high school context in inter / transdisciplinary

Author: Franţuzan Ludmila
Degree:doctor of pedagogics
Speciality: 13.00.01 - General Pedagogics
Scientific adviser: Ion Botgros
doctor, Institute of Education Sciences
Scientific council:


The thesis was presented on the 15 September, 2009
Approved by NCAA on the 17 December, 2009


Adobe PDF document0.58 Mb / in romanian


scientific knowledge, scholer competence, cross-competence, competence of scientific knowledge, interdisciplinary, transdisciplinary, pedagogical model, interactive learning, stages of formation of competence and level and sublevel of competence assellment. The field of study refers to General Pedagogy aims at thegoal of developing theoretical and practical bases of the concept of competence of scientific knowledge in education and design pedagogical model of this concept in context inter / transdisciplinary.


Novelty scientific of research lies in defining of fundamental concepts teaching "scholar competence" generally, and competence of scientific knowledge " particularlly. These concepts are implemented in the educational process, become an effective way of training / development of individual students within the school disciplines: biology, physics, chemistry. Stated by its functionality, scientific knowledge in context inter / transdisciplinary presents actually strategic vector in the efficiency of pre-university education of Moldova in the area of curriculum "Mathematics and Science".

The originality of the research is to develop of pedagogical model of competence of scientific knowledge in context inter / transdisciplinary model designed from the perspective epistemology of knowledge in science and knowledge in science of education.

Theoretical significance of the paper consists in scientific proving, defining and approaching the educational background of the concepts of "competence, school competence, cross-competence and the competence of scientific knowledge, conceptualization of educational process from the perspective of scientific knowledge competence context in inter / transdisciplinary resulted in a pedagogical model.

Practical significance of the paper is certified by methodological design of the stages of formation / assessment of school what streamlines implementation of Pedagogical model developed in the practice of pre-university education and a integrated curriculum design perspective of inter / transdisciplinary for lyceum classes, humanities.