Pub Date : 2020-07-03DOI: 10.26520/peijes.2020.3.2.81-92
Adina Nichita, D. Enache, Pelmuș Rebecca-Eunice
Bullying represents a phenomenon that manifests itself in most schools around the world, and in recent years has received increased attention from teachers, educational policymakers, and other people involved in education. The approach to bullying has become a topic of global interest, especially by understanding its significance, ways of manifestation, but also methods to prevent and combat or reduce it. This paper focuses on the comparative analysis between two European countries, Italy and Romania, which are ranked second and third in Europe on the phenomenon of bullying in schools. The paper includes theoretical notions about this phenomenon, figures taken from studies conducted in Italy and Romania on the phenomenon of bullying, a comparison between the two countries, statistics based on a questionnaire administered to a sample of students in Dâmbovița County Romania, such as and proposing measures to prevent and combat or reduce the phenomenon, depending on the hypotheses of the study and the results obtained from the application of the questionnaire. The purpose of the investigation is to obtain a clear presentation of bullying, to highlight the situation that both education systems are going through, to obtain feedback from the questionnaire applied to a sample of students and to identify and propose concrete ways, to prevent, reduce and combat bullying in the school environment, in order to increase the quality of education.
{"title":"THE BULLYING PHENOMENON IN THE SCHOOL ENVIRONMENT","authors":"Adina Nichita, D. Enache, Pelmuș Rebecca-Eunice","doi":"10.26520/peijes.2020.3.2.81-92","DOIUrl":"https://doi.org/10.26520/peijes.2020.3.2.81-92","url":null,"abstract":"Bullying represents a phenomenon that manifests itself in most schools around the world, and in recent years has received increased attention from teachers, educational policymakers, and other people involved in education. The approach to bullying has become a topic of global interest, especially by understanding its significance, ways of manifestation, but also methods to prevent and combat or reduce it. This paper focuses on the comparative analysis between two European countries, Italy and Romania, which are ranked second and third in Europe on the phenomenon of bullying in schools. The paper includes theoretical notions about this phenomenon, figures taken from studies conducted in Italy and Romania on the phenomenon of bullying, a comparison between the two countries, statistics based on a questionnaire administered to a sample of students in Dâmbovița County Romania, such as and proposing measures to prevent and combat or reduce the phenomenon, depending on the hypotheses of the study and the results obtained from the application of the questionnaire. The purpose of the investigation is to obtain a clear presentation of bullying, to highlight the situation that both education systems are going through, to obtain feedback from the questionnaire applied to a sample of students and to identify and propose concrete ways, to prevent, reduce and combat bullying in the school environment, in order to increase the quality of education.","PeriodicalId":329234,"journal":{"name":"Pro Edu. International Journal of Educational Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125825968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-03DOI: 10.26520/peijes.2020.3.2.68-74
Ramona Nicoleta Arieșan
We are surrounded by mean people, mean life-styles and mean concepts. Everything that we know might be just a fact, might not have anything to sustain it or might be just a temporarily faze that the world is going through. But two things have been present, since maybe the very beginning of this world: phenomenology and violence. And although phenomenology might be something quite hard to understand, and this is why I tried to focus more on this subject, it still exists, it is still present in our day to day life even if we do not notice it and it will always be a huge part of our lives. Standing between phenomenology and violence and trying to decide which one is more present in our lives is quite the difficult task to ask of someone. This is why I tried to make this article as comprehensive as I could and also the reason why I tried to put things into a more positive light. It is quite a difficult job to make a living in today’s world. But even though this is the harsh reality that we are living in I will always stand by phenomenology and the fact that violence can be defeated through it.
{"title":"BETWEEN PHENOMENOLOGY AND VIOLENCE","authors":"Ramona Nicoleta Arieșan","doi":"10.26520/peijes.2020.3.2.68-74","DOIUrl":"https://doi.org/10.26520/peijes.2020.3.2.68-74","url":null,"abstract":"We are surrounded by mean people, mean life-styles and mean concepts. Everything that we know might be just a fact, might not have anything to sustain it or might be just a temporarily faze that the world is going through. But two things have been present, since maybe the very beginning of this world: phenomenology and violence. And although phenomenology might be something quite hard to understand, and this is why I tried to focus more on this subject, it still exists, it is still present in our day to day life even if we do not notice it and it will always be a huge part of our lives. Standing between phenomenology and violence and trying to decide which one is more present in our lives is quite the difficult task to ask of someone. This is why I tried to make this article as comprehensive as I could and also the reason why I tried to put things into a more positive light. It is quite a difficult job to make a living in today’s world. But even though this is the harsh reality that we are living in I will always stand by phenomenology and the fact that violence can be defeated through it.","PeriodicalId":329234,"journal":{"name":"Pro Edu. International Journal of Educational Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114273911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-03DOI: 10.26520/peijes.2020.3.2.47-59
Crisanta-Alina Mazilescu, Daniel Pasquier, B. Gangloff
{"title":"THE RELATIONSHIP BETWEEN SELF-ESTEEM AND AGGRESSIVE BEHAVIOR AMONG PRETEENS","authors":"Crisanta-Alina Mazilescu, Daniel Pasquier, B. Gangloff","doi":"10.26520/peijes.2020.3.2.47-59","DOIUrl":"https://doi.org/10.26520/peijes.2020.3.2.47-59","url":null,"abstract":"","PeriodicalId":329234,"journal":{"name":"Pro Edu. International Journal of Educational Sciences","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128497889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-03DOI: 10.26520/peijes.2020.3.2.60-67
Georgiana Alexandra Șerbu
The investment in pre-school education is due to the importance of this period in terms of acquiring knowledge, training skills and behavioral, affective, intellectual, social, etc. The variable of creativity, in the preschool period, has influences on the development of the personality of the child. Recent studies show that there are significant links between creativity and happiness, motor development, self-image formation. The implications of creativity on the development of the personality of the child have been followed over time by the researchers interested in finding explanations regarding the manifestation and stimulation of the creative process, still early. Creativity, seen as an action aimed at innovation, novelty can be seen as a way of adaptation. The present study aims to address the subject of creativity and its manifestation in the preschool period, highlighting important aspects regarding the process of developing the child's personality.
{"title":"CREATIVITY AND PRESCHOOL EDUCATION – IMPERATIVES TO AN HARMONIOUS DEVELOPMENT OF THE CHILD","authors":"Georgiana Alexandra Șerbu","doi":"10.26520/peijes.2020.3.2.60-67","DOIUrl":"https://doi.org/10.26520/peijes.2020.3.2.60-67","url":null,"abstract":"The investment in pre-school education is due to the importance of this period in terms of acquiring knowledge, training skills and behavioral, affective, intellectual, social, etc. The variable of creativity, in the preschool period, has influences on the development of the personality of the child. Recent studies show that there are significant links between creativity and happiness, motor development, self-image formation. The implications of creativity on the development of the personality of the child have been followed over time by the researchers interested in finding explanations regarding the manifestation and stimulation of the creative process, still early. Creativity, seen as an action aimed at innovation, novelty can be seen as a way of adaptation. The present study aims to address the subject of creativity and its manifestation in the preschool period, highlighting important aspects regarding the process of developing the child's personality.","PeriodicalId":329234,"journal":{"name":"Pro Edu. International Journal of Educational Sciences","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131263864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-03DOI: 10.26520/peijes.2020.3.2.21-27
Sudhakar Venukapalli
Scientific frame of mind consists in a certain mode of thinking and type of response to certain problems. In order to develop these qualities and attitudes one has to imbibe and internalize the dynamics of the method of science. But the vital question is, what is that pattern of thought, if at all it exists, that lies behind the discoveries of science? The answer to this question has something substantial to contribute to our knowledge of scientific method and therefore, to science training and to the philosophy of science education. The recognition of the centrality of discovery in scientific theorizing will enable us to realize what mode of thinking we must inculcate in the minds of science students and also how to enable them to see the relation between science and other domains of human creative endeavor such as art. An attempt is made in this paper to develop the philosophical position of Gary Gutting and Richard Burian on scientific discovery against the backdrop of Thomas Nickles ideas of problems and constrints. These two philosophers of science have succeeded in brining to fore the idea of problems and constraints as the pivotal concepts in characterizing scientific thinking. It is true that Karl Popper was the first philosopher to emphasize the role of problems in scientific thinking. However, he stopped at it without laying bare the texture of the scientific problematic, a task which is very ably performed by Gutting and Richard Burian who have been taken the problem of discovery as the central methodological issue. Most importantly their position on scientific discovery fundamentally distinguishes itself from the conservative views in terms of categorial reorientation, which replaces the old categories by the new ones through which the essential nature of science is described and explained. As will be elaborated in the following discussion, these changes have fundamentally altered the discourse about discovery in ways that can be of momentous significance to science education, formal or otherwise.
{"title":"THE CENTRALITY OF DISCOVERY IN SCIENTIFIC THEORIZING","authors":"Sudhakar Venukapalli","doi":"10.26520/peijes.2020.3.2.21-27","DOIUrl":"https://doi.org/10.26520/peijes.2020.3.2.21-27","url":null,"abstract":"Scientific frame of mind consists in a certain mode of thinking and type of response to certain problems. In order to develop these qualities and attitudes one has to imbibe and internalize the dynamics of the method of science. But the vital question is, what is that pattern of thought, if at all it exists, that lies behind the discoveries of science? The answer to this question has something substantial to contribute to our knowledge of scientific method and therefore, to science training and to the philosophy of science education. The recognition of the centrality of discovery in scientific theorizing will enable us to realize what mode of thinking we must inculcate in the minds of science students and also how to enable them to see the relation between science and other domains of human creative endeavor such as art. An attempt is made in this paper to develop the philosophical position of Gary Gutting and Richard Burian on scientific discovery against the backdrop of Thomas Nickles ideas of problems and constrints. These two philosophers of science have succeeded in brining to fore the idea of problems and constraints as the pivotal concepts in characterizing scientific thinking. It is true that Karl Popper was the first philosopher to emphasize the role of problems in scientific thinking. However, he stopped at it without laying bare the texture of the scientific problematic, a task which is very ably performed by Gutting and Richard Burian who have been taken the problem of discovery as the central methodological issue. Most importantly their position on scientific discovery fundamentally distinguishes itself from the conservative views in terms of categorial reorientation, which replaces the old categories by the new ones through which the essential nature of science is described and explained. As will be elaborated in the following discussion, these changes have fundamentally altered the discourse about discovery in ways that can be of momentous significance to science education, formal or otherwise.","PeriodicalId":329234,"journal":{"name":"Pro Edu. International Journal of Educational Sciences","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114522373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-03DOI: 10.26520/peijes.2020.3.2.5-20
Antonella Nuzzaci
The present study is aimed at exploring perceptions attitudes and beliefs of future primary school teachers towards evaluation during the early stages of their training. It is clear from the literature that, in the initial training phase, assessment is a potentially problematic area of the curriculum, in which past learning experiences seem to have a strong influence on the development of negative attitudes and feelings towards evaluation and forms of verification. Through data collected with different tools, they have been examined perceptions and beliefs regarding the evaluation and assessment of University students, future teachers of primary school in initial training, to try to understand if the previous school experiences had an impact on the general attitude taken towards the assessment and on the intentionality of use of it in the educational field. There is in fact convincing evidence that show how beliefs, values, beliefs and attitudes of future teachers influence cognitive aspects, behavior, decision-making processes and class practices. The study bears witness to this influence above all in the case of previous negative evaluation experiences, which are highly predictive of intentionality of use the assessment in the teaching.
{"title":"BELIEFS, ATTITUDES, AND PERCEPTIONS TOWARDS EVALUATION AND ASSESSMENT OF FUTURE PRIMARY SCHOOL TEACHERS: THE ROLE OF THE PREVIOUS SCHOLASTIC EXPERIENCE","authors":"Antonella Nuzzaci","doi":"10.26520/peijes.2020.3.2.5-20","DOIUrl":"https://doi.org/10.26520/peijes.2020.3.2.5-20","url":null,"abstract":"The present study is aimed at exploring perceptions attitudes and beliefs of future primary school teachers towards evaluation during the early stages of their training. It is clear from the literature that, in the initial training phase, assessment is a potentially problematic area of the curriculum, in which past learning experiences seem to have a strong influence on the development of negative attitudes and feelings towards evaluation and forms of verification. Through data collected with different tools, they have been examined perceptions and beliefs regarding the evaluation and assessment of University students, future teachers of primary school in initial training, to try to understand if the previous school experiences had an impact on the general attitude taken towards the assessment and on the intentionality of use of it in the educational field. There is in fact convincing evidence that show how beliefs, values, beliefs and attitudes of future teachers influence cognitive aspects, behavior, decision-making processes and class practices. The study bears witness to this influence above all in the case of previous negative evaluation experiences, which are highly predictive of intentionality of use the assessment in the teaching.","PeriodicalId":329234,"journal":{"name":"Pro Edu. International Journal of Educational Sciences","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131098129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-26DOI: 10.26520/peijes.2020.2.2.35-44
Georgiana Alexandra Șerbu
Pre-school education as the first stage of institutionalized education comprises a series of activities that have as their origin the creation of a creative and autonomous personality that makes subsequent social integration possible. Thus, the variable of creativity plays a special role in the process of modeling the human personality and it is necessary that its stimulation be realized early. Given that the variable of creativity has multiple forms of manifestation, the role of education is to model it and stimulate it by virtue of a holistic formation. The purpose of this study is to identify the ways of expressing creativity among preschool children, as well as parents' opinions about the activities carried out in order to stimulate children's creativity. "Creativity is a social need." (Roco, p. 12) Education, as a factor of human educability, assumes an imperative role in the process of modeling human personality. The variable of creativity, through various forms of manifestation, influences the adaptability process of the human being and has defining influences in terms of building a personality according to the requirements imposed by the present, but also future society. Being a social need, creativity has the potential needed for a holistic, harmonious development that will lead to improvement and innovation. The need to stimulate creativity from an early age derives from the developmental needs and individual characteristics of children. Creativity should be seen as a necessary tool for a harmonious development that has the power to shape the human personality. Therefore, pre-school education, as the first stage of institutionalized education, has to make early use of the creative potential of the child.
{"title":"THE VARIABLE OF CREATIVITY AND PRE-SCHOOL EDUCATION","authors":"Georgiana Alexandra Șerbu","doi":"10.26520/peijes.2020.2.2.35-44","DOIUrl":"https://doi.org/10.26520/peijes.2020.2.2.35-44","url":null,"abstract":"Pre-school education as the first stage of institutionalized education comprises a series of activities that have as their origin the creation of a creative and autonomous personality that makes subsequent social integration possible. Thus, the variable of creativity plays a special role in the process of modeling the human personality and it is necessary that its stimulation be realized early. Given that the variable of creativity has multiple forms of manifestation, the role of education is to model it and stimulate it by virtue of a holistic formation. The purpose of this study is to identify the ways of expressing creativity among preschool children, as well as parents' opinions about the activities carried out in order to stimulate children's creativity. \"Creativity is a social need.\" (Roco, p. 12) Education, as a factor of human educability, assumes an imperative role in the process of modeling human personality. The variable of creativity, through various forms of manifestation, influences the adaptability process of the human being and has defining influences in terms of building a personality according to the requirements imposed by the present, but also future society. Being a social need, creativity has the potential needed for a holistic, harmonious development that will lead to improvement and innovation. The need to stimulate creativity from an early age derives from the developmental needs and individual characteristics of children. Creativity should be seen as a necessary tool for a harmonious development that has the power to shape the human personality. Therefore, pre-school education, as the first stage of institutionalized education, has to make early use of the creative potential of the child.","PeriodicalId":329234,"journal":{"name":"Pro Edu. International Journal of Educational Sciences","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132031826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-26DOI: 10.26520/peijes.2020.2.2.45-52
I. Banu
{"title":"THE RELATIONSHIP BETWEEN SELF-ESTEEM AND AGGRESSIVE BEHAVIOR AMONG PRETEENS","authors":"I. Banu","doi":"10.26520/peijes.2020.2.2.45-52","DOIUrl":"https://doi.org/10.26520/peijes.2020.2.2.45-52","url":null,"abstract":"","PeriodicalId":329234,"journal":{"name":"Pro Edu. International Journal of Educational Sciences","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116001373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-21DOI: 10.26520/peijes.2019.1.1.61-65
Adriana-Claudia Saghin
{"title":"SCHOOL FEAST BETWEEN TRADITIONALISM AND MODERNISM","authors":"Adriana-Claudia Saghin","doi":"10.26520/peijes.2019.1.1.61-65","DOIUrl":"https://doi.org/10.26520/peijes.2019.1.1.61-65","url":null,"abstract":"","PeriodicalId":329234,"journal":{"name":"Pro Edu. International Journal of Educational Sciences","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134130645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-21DOI: 10.26520/peijes.2019.1.1.27-33
Florentina Laura Nae, Târgoviște România Mircea Voicevod Highschool
{"title":"TEACHING-INTERACTIVE METHOD USED IN THE TEACHING-LEARNING PROCESS","authors":"Florentina Laura Nae, Târgoviște România Mircea Voicevod Highschool","doi":"10.26520/peijes.2019.1.1.27-33","DOIUrl":"https://doi.org/10.26520/peijes.2019.1.1.27-33","url":null,"abstract":"","PeriodicalId":329234,"journal":{"name":"Pro Edu. International Journal of Educational Sciences","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115918226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：