Funcționalitatea curriculumului la disciplina fizica din perspectiva cadrelor didactice monitori [Articol]

Abstract

The paper analyzes the functionality of the curriculum for Physics in the 6th grade, with a focus on the coherence between the written and the taught curriculum. The main objective was to evaluate how the curriculum supports the teaching-learning-evaluation process. The research was based on monitoring carried out by teachers and researchers, using a Monitoring Register and questionnaires applied to teachers, students, parents and managers. Aspects such as the accessibility and attractiveness of the content, the adequacy of the activities, the correlation between skills and content, but also the degree of student involvement and success were examined. The results indicate that, although the textbook provides a solid foundation, it is sometimes overloaded, with insufficient activities on certain topics. The need for complementary materials, adaptations for differentiated learning and adjustments regarding the introduction of abstract notions is highlighted. The general conclusion emphasizes the importance of continuously reviewing and improving the curriculum to support the development of real student skills.