StatusThe thesis was presented on the 22 June, 2010
Approved by NCAA on the 5 July, 2010
Abstract– 0.32 Mb / in romanian
The thesis’s structure includes: the introduction, three chapters, conclusions, bibliography of 176 references, 7 annexes, 133 basal text pages (excluding annexes), 26 figures, 23 tables. The obtained results are published in 7 scientific papers.
The thesis’s field is concerned with the theoretical and methodological cementing of the process of eluding high-school students’s appropriation of erroneous biological concepts. The underscoring objectives have been the following: defining the erroneous concept, identifying the causes and classifying the origins of erroneous concepts appropriation amongst high-school students, developing a specific method of eluding the high-school students’s appropriation of erroneous biological concepts and empirically validating the methodology of eluding high-school students’s appropriation of erroneous biological concepts.
The dissertation’s novelty and originality is represented in the first ever scientific approach, both in Romania and in Moldova, to the etiology and problematic of erroneous biological concepts appropriated by high-school students and their elusion, as well as bringing forth a valid methodology for solving this problem. The thesis reveals the main causes that lead to the appropriation of erroneous concepts and the teacher’s role in the correct appropriation of concepts. An innovative strategy aimed at eluding erroneous concepts is fundamental and a specific method within this strategy is described.
The theoretical meaning of this element stands in the psycho-pedagogical cementing of the method, its structural description and a layout of its procedural utilisation.
The applied value of the research is the methodology aimed at eluding erroneous concepts and implemented in the research project, validated by statistically meaningful results.
The implementation of thesis results was made in teachers training programms and on teaching activity. The resoults of the research implementation showed positive performace of students and teachers. The comprehensively described method in the pedagogical experiment is a model applicable in other didactic contexts as well.
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