Facultatea Psihologie, Ştiinţe ale Educaţiei, Sociologie şi Asistenţă Socială / Faculty of Psychology, Educational Sciences, Sociology and Social Work

Permanent URI for this communityhttps://msuir.usm.md/handle/123456789/13

Browse

Search Results

Now showing 1 - 10 of 50

The democratic principle of freedom of education in the pedagogical conception of J. H. Pestalozzi
(CEP USM, 2024) Clichici, Veronica
In this scientific article, we elucidate the premises of J.H. Pestalozzi’s thought and pedagogical conception transposed into the actuality of the democratic need for education. The purpose of the research aims at a retrospective analysis of the conception of pedagogy by J. H. Pestalozzi with directions for implementing the democratic principle of the freedoms of European education. As a constant of this scientific research, we argue that the Swiss pedagogue sought to develop a theory of education in which the principles of education are brought into line with the course of human nature; according to the conception of J.H. Pestalozzi, through instruction/training, the accumulation of knowledge must be ensured, as well as the development of the child/learner’s psychic powers; the function of the school is twofold, to inform and train the students. The scientific results of the research are relevant by documenting international educational reports, specialized scientific literature on the democratic principle of educational freedom in the pedagogical conception of J.H. Pestalozzi with practical themes for the formation of the competence of democratic education at the level of initial and continuous training of adults.
Developing students’ research skills. Group work perspective: future opportunities for implementation in professional environments
(CEP USM, 2024) Sîrbu, Irina; Șevciuc, Maia
This study focuses on analyzing the group-based organization of educational activities and its role in developing students’ research skills. In the context of modern education, where the emphasis is on competency development, the ability to work collaboratively is a key aspect of the educational process. Within research activities, students become active participants, formulating objectives, selecting methods, and evaluating results. This process helps to reduce anxiety and increase self-confidence, as the responsibility for the final outcome is shared among all group members. Furthermore, the teacher, acting as a mentor, provides essential support, assisting students in building confidence and coordinating their actions. The study also examines the stages of project-based activities, including defining objectives, selecting topics, distributing responsibilities, implementing the project, and reflecting on the process.
Education – quality of life relationship: sociological approach
(CEP USM, 2024) Milicenco, Stela
Education in the context of contemporary society has essential functions in acquiring knowledge, the formation of competences needed to prepare young people for professional activity, etc. The correlation between the education system and other elements of the social system is based on a combination of interdisciplinary dimensions from the fields of sociology, pedagogy, economics, psychology, all of which are focused on ensuring quality of life for every citizen. In this regard, the paper „Education – Quality of Life Relationship: Sociological Approachˮ addresses the issue of theorizing and monitoring education as an important constituent of life quality. The idea that quality attests to the development of education as a competitive and responsive social system is advanced. The role of education system within the social system is revealed and sociological tools of evaluation of the educational system in the context of research on the quality of life dimension are analyzed.
Monitoring the computer science curriculum in high schools: adaptation and efficiency in the contemporary educational context
(CEP USM, 2024) Marin, Maria; Marin, Ghenadie; Ivanov, Lilia
Monitoring the computer science curriculum involves a continuous process of assessment, adaptation, and improvement, ensuring that the content delivered to students is not only up-to-date but also meets the demands of the modern technological world. This process includes evaluating the implementation of new technologies, teaching methodologies, and assessment tools, while also considering how these innovations impact student learning outcomes. Through effective monitoring, it is possible to identify areas of improvement and gaps in the curriculum that need addressing, while also recognizing the strengths of existing educational practices. Feedback from educators, students, and stakeholders is crucial in shaping a curriculum that is both efficient and responsive to the demands of the digital age. The monitoring of the computer science curriculum at the secondary school level is essential for adapting to the needs of modern education. This continuous process ensures that students are equipped with the necessary skills to succeed in a digitalized world and that educators are supported in creating dynamic, relevant, and effective learning environments.
The causes and effects of school dropout felt over time
(CEP USM, 2024) Curoș, Liudmila
The article involves an analytical approach to the specifics of school dropout, the causes and effects produced, as well as possible suggestions for managing the large-scale phenomenon. The research methodology consisted in the study of specialized literature and the reflexive analysis of bibliographic sources, various statistical data, which allowed us to issue relevant conclusions and recommendations for its prevention and reduction at a systemic level. Being a complex phenomenon, school dropout manifests itself for various reasons, starting with personal or family problems, a difficult socioeconomic situation and continuing with important factors regarding the way the education system works. Depending on the determining factors, but also the extent of the manifestation, a series of undesirable effects are generated, with a weight on socio-professional integration difficulties. Thus, statistical data are reflected that confirm the acute need for systemic intervention on the treatment of the phenomenon in question, based on the educational actors and social institutions that have contact with the mentioned causes and effects. Systematic and orderly intervention refers in particular to the prevention of school dropout by motivating students, career guidance, carrying out attractive educational activities, involving digital technologies, but also reducing it, by establishing internal and external partnerships, analyzing the main causes, and determining the ways of reintegration into the educational process of young people who temporarily/completely left the educational institution.
Competences of the teacher in the field of visual arts. Conceptual landmarks
(CEP USM, 2024) Chirvase, Valentina; Ungureanu, Cristian
Various meanings of competence can be found in the specialized literature. Guțu Vl. (2023) defines it as ,,an integrated system of knowledge, skills, attitudes and values, acquired, formed, and developed through learning, whose mobilization allows the identification and resolution of various problems in various contexts and situations”; ,,purpose, as a projected objective and as a learning objective”; ,,intellectual capacity with various transfer possibilities (capacity to communicate, decide, detect, select, evaluate data, information, relationships), a capacity that associates affective and attitudinal components, motivating action”. Since the emphasis in higher education is on the formation of competent specialists, on the formation and development of competence as a quality of personality (Șevciuc M., 2007), the visual arts teacher, through good training, will contribute to the beautiful growth of students – forming the ,,person of tomorrow” (Berger G., 1973). The study programs, generous both through the variety of specialties and through the psycho-pedagogical training module, give confidence to young visual arts graduates to register and participate in the final exam, thus certifying the skills acquired in the initial training.
Education and family counseling: certain aspects of cultivating positive daily thinking in adults and children from practical philosophy perspective
(CEP USM, 2024) Cuznețov, Larisa
The article represents a theoretical and applied study that follows the strategic line and doctrinal axis of many works by the author regarding the education and enculturation of the family through the valorization of reflection, the moral action of individuals in the context of counseling focused on the development of positive daily thinking in adults and children. Additionally, here is presented and explained a set of principles, conditions and strategies for family education and counseling, which have been scientifically grounded and correlated with essential orientations from the perspective of social psychology, positive psychology, practical philosophy and complex ontological counseling of the family. Some trends in enhancing the moral climate within the postmodern family are analyzed and methods for building well-being, happiness and improving the quality of family life are specified. In this context, the results of an opinion survey conducted on a structured sample of adults, young family members, and middle-aged individuals (420 subjects aged 25-50) are provided, followed by interpretations, conclusions, and practical recommendations for cultivating positive daily thinking.
STILUL EDUCATIV PARENTAL LA COPIII DE VÂRSTA PREȘCOLARĂ
(CEP USM, 2024) Bruma, Ala
In the presented article, I mention that the style of education is defined by reference to educational practices, to the specific way of achieving education, regardless of the context, the institutionalized nature and not of the education process. Thus, the education style is considered a relatively stable behavior model that is characterized by typical educational and training practices. Parents use various child rearing techniques. In general, parents can be described in terms of certain dimensions such as warmth, restrictiveness, etc., all of which together comprise the parenting style.
PERSPECTIVE PSIHOLOGICE ALE DEZVOLTĂRII ATENȚIEI ELEVILOR ÎN MONITORIZAREA CURRICULUMULUI NAȚIONAL
(CEP USM, 2024) Tarnovschi, Ana
In the national educational context, where the education system faces various challenges such as diverse educational needs and limited resources, it is essential to understand how students’ attention can be developed and supported through appropriate monitoring of the national curriculum. Adapting educational materials to address different learning styles and individual needs, as well as implementing teaching strategies that promote attention, is a crucial aspect for enhancing the educational experience. Therefore, in this article, we aim to explore the psychological perspectives on the development of students’ attention in the context of monitoring the national curriculum in the Republic of Moldova. We will analyze how the structure and content of the curriculum influence students’ attention and discuss strategies and recommendations for optimizing this process. Our goal is to highlight the importance of an informed and adaptive approach that contributes to improving educational effectiveness and academic performance of students in the Republic of Moldova.
MOTIVAȚIA INTRINSECĂ - PREDICTOR AL IMPLICĂRII ACADEMICE A STUDENȚILOR
(CEP USM, 2024) Momanu, Mirela-Claudia; Potâng, Angela
Motivation represents a long-researched construct, as it is put at the service of obtaining high performance in all areas of human activity, representing a higher level of individual goal achievement within the various actions performed. In this research we set out to specifically identify the influence of intrinsic motivation, through the prism of its facets intrinsic motivation for knowledge, intrinsic motivation for achievement and intrinsic motivation to stimulate exploration, which bring a significant contribution to the achievement of aspirational progress and which can have a determining role on the involvement of students in the academic environment. We expect to identify certain aspects related to intrinsic motivation that have a large weight within this influence and that can generate an increase in academic involvement and, if possible, to quantify the extent to which the intrinsic motivation for knowledge, intrinsic motivation for achievement and intrinsic motivation to stimulate exploration respectively could represent factors of the potential of students’ academic engagement and performance.