StatusThe thesis was presented on the 6 April, 2006
Approved by NCAA on the 29 June, 2006
Abstract– 0.34 Mb / in romanian
1.50 Mb /
The research Conceptualizing and projecting the integrated discipline Sciences in secondary education is dedicated to the problem of developing the integrated thinking of the students in secondary school by means of an integrated curriculum at Science discipline. The actuality of the investigation is determined by the processes of integration of the modern scientific knowledge as well as by the tendencies of integrating the modern educational approach, both of them being included by their definition in the processes of globalization and Europeanizing of modernity, as well.
The author synthesizes theoretic and epistemological references for the knowledge and the scientific education of the people, realized on the international and worldwide level, as well as on the comparative level, in Romania and in Moldavia: the principles of the integration of the human cognition and of the interdisciplinary education, which have been materialized in principles specific to the integrated scientific education. It has been proved that education in the two countries contains numerous elements in favor of the students’ integrated scientific education.
According to the test of the curricular monodisciplinary capacity in Physics, Chemistry and Biology, focused on the already mentioned aspects, the author proves that these subjects offer only partial solutions for the modern approach of integrated scientific education and suggests an original curriculum integrating all the three subjects.
The Science curriculum is a theoretic-practicing notion, which integrates the three traditional disciplines at the level of teleology (of systems of objectives), contents and educational technologies, on the basis of integrated knowledge and interdisciplinary education.
In Romania, the experimental appliance of the integrated curriculum in Sciences, grades V-VI, has been concluded with the formation of the students’ transversal abilities, responsible for the world unitary and scientific picture, and with epistemological, axiological and technological perspectives for the teachers who are students in the accomplishment of the modern integrated scientific educational approach.
The author recommends the elaboration of an integrated curriculum in Science for all grades and levels of study, because this offers great possibilities so that the contemporary students’ scientific education should become efficient.
Under consideration  :