StatusThe thesis was presented on the 26 August, 2010
Approved by NCAA on the 6 October, 2010
Abstract– 0.74 Mb / in romanian
Thesis structure includes: annotations, introductions, three chapters, general conclusions and recommendation, bibliography of 126 titles, 15 annexes, 126 pages of basic text, 33 figures and 38 tables.
Field of study refers to the theory and methodology of instruction in primary school’s Science discipline (II-IV).
Aim of research is the theoretical foundation, design and experimental validation of a training model for primary school pupils in Science discipline to form the competence to explore/investigate the environmental.
Objectives of research: determining the degree of development of the research problem in theory and practice of science education, highlighting and confronting scientific understanding on the concept of school competence, theoretical foundation and developing a structural model of the competence of exploration / investigation of environmental processes within the discipline of Science , foundation and developing a training model of the concerned competence; training model validation through experimentation in practice through national primary education.
Scientific novelty of the results concerns: specifying the concept of school competence, theoretical modeling of the structure of competence of exploration / investigation of environmental processes to primary school pupils in Science discipline, determining general and specific principles and theoretical modeling of concerned competence forming process.
The theoretical significance of the work is to analize and tosynthesize the theoretical and epistemological highlights for the design and developing a training model of the competence to explore/investigate the environmental.
Applied value of the work lies in: detailing curriculum referential of concerned competence; inventoring the relevant system for declarative and procedural knowledge and taxonomic levels of their expression; developping methodology and tools for assessing the concerned competence; setting forming levels of concerned competence; materializing the size of content and action of the concerned competence forming model.