Coerența taxonomică a unităților de competență în structura curriculumului scris și predat la disciplina chimie în gimnaziu [Articol]

Abstract

The article analyzes how the Chemistry school curriculum for secondary school ensures the coherence of the taxonomy of the competence units and supports the development of the specific competences of the students. The study is addressed to teachers, school managers, textbook authors and other actors involved in education. The results show that the five specific competences of the Chemistry discipline and associated competence units integrate, in different proportions, the dimensions of the taxonomy knowledge, application, integration, transfer, outlining a general balance between basic and higher order requirements. The detailed analysis also highlights variations in the distribution of affective and psychomotor dimensions. The obtained findings can guide future adjustments to maintain taxonomic coherence and balance between cognitive, attitudinal and psychomotor dimensions in the chemistry disciplinary curriculum.