Monitorizarea curriculumului la disciplina științe în învățământul primar: între cerințele curriculare și experiențele elevilor [Articol]

Abstract

This article examines the implementation of the Science curriculum in Moldovan primary education, based on monitoring registers from grades II–IV. Findings indicate a good alignment between the written and the taught curriculum: students show motivation and curiosity for topics connected to daily life, while teachers apply interactive methods, simple experiments, and interdisciplinary projects. At the same time, several challenges are evident: content overload and insufficient time for deeper exploration, limited resources for experiments and outdoor activities, difficulties in using scientific language at early ages, and the need for adaptations for students with special educational needs. Recommendations focus on ensuring continuity in competence development, strengthening practical and research-based activities, integrating ecological and social responsibility themes, diversifying assessment practices, allocating additional time for Science in grade IV, and developing digital resources for interactive learning. The study stresses the importance of balancing curricular ambitions with classroom realities and highlights monitoring as a tool for both quality assurance and teachers’ professional growth.