Modern education has definitely entered an “age of measurement”, as educational specialist and philosopher Gert Biesta put it, and there is academic research that clearly shows that this operational and utilitarian shift comes with a cost as far as humanistic education and philosophical critical thinking is concerned. The implicit premise of this view is that every educational outcome can be properly measured and that every legit educational objective can be reframed as competence with components that can be properly measured. Moreover, these objectives are seen as attainable in principle through fully controllable processes that can be supervised and kept functional during every stage of their development. In this article, we argue that this view derives from a transfer of view and motives between the domains of entrepreneurship and education that this transfer, natural as can be in these times of scientific, technological and information based times, affects some of more conservative aims of education and can be potentially harmful for critical thinking and active citizenship competencies. In Romania, we are facing a clear shift in paradigms, replacing a model that is in its deepest forms poetic, formative and magisterial with models that favor more entrepreneurial and quantitative approaches. These later models are in principle based on attaining critical thinking skills, but we shall argue in this article that, inside this paradigm of efficiency and measurement, critical thinking has limited powers and functions and that a mixed model, that is still based on humanistic views and its dedicated to educational ideals that go further and deeper than entrepreneurial efficiency, is better suited for cultivating critical thinking.
{"title":"A Comparison between Deep Patterns of Education within Reformative Views in Contemporary Romania with Respect to Critical Thinking and Philosophical Competencies","authors":"","doi":"10.18662/rrem/15.2/741","DOIUrl":"https://doi.org/10.18662/rrem/15.2/741","url":null,"abstract":"Modern education has definitely entered an “age of measurement”, as educational specialist and philosopher Gert Biesta put it, and there is academic research that clearly shows that this operational and utilitarian shift comes with a cost as far as humanistic education and philosophical critical thinking is concerned. The implicit premise of this view is that every educational outcome can be properly measured and that every legit educational objective can be reframed as competence with components that can be properly measured. Moreover, these objectives are seen as attainable in principle through fully controllable processes that can be supervised and kept functional during every stage of their development. In this article, we argue that this view derives from a transfer of view and motives between the domains of entrepreneurship and education that this transfer, natural as can be in these times of scientific, technological and information based times, affects some of more conservative aims of education and can be potentially harmful for critical thinking and active citizenship competencies. In Romania, we are facing a clear shift in paradigms, replacing a model that is in its deepest forms poetic, formative and magisterial with models that favor more entrepreneurial and quantitative approaches. These later models are in principle based on attaining critical thinking skills, but we shall argue in this article that, inside this paradigm of efficiency and measurement, critical thinking has limited powers and functions and that a mixed model, that is still based on humanistic views and its dedicated to educational ideals that go further and deeper than entrepreneurial efficiency, is better suited for cultivating critical thinking.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46579799","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}
Olha Muzyka, Anna Chernyshova, Yaryna Bytkivska, Olena Trynus, Tetiana Datsiuk
The article highlights the trends of the postmodern society developing in the context of a globally integrated world. The postmodern cultural trend is an exponent of the cultural and artistic aspect of the post-industrial world, including the educational aspect. Therefore, such a topic is relevant for research. The article analyzes the basic theoretical and methodological foundations of distance education as an effective technology of innovative e-learning. Based on the statements of scientists, it is determined that distance education in addition to effective learning technology is also a manifestation of postmodern cultural and artistic worldview. The article defines the essence of distance education in the context of technological process as a feature that forms the global trends of society development. The article also presents the postmodern paradigm as a defining feature of the current worldview of society, which has emerged as a result of innovation and information space. On the basis of the questionnaire it was determined that distance education as a technology is the most effective in the current postmodern view of the world. The study applied the integrative method of synthesis and analysis, as well as research, descriptive and scientific methods to determine the theoretical foundations of distance education. The questionnaire method was used to determine the effectiveness of distance education in e-learning as a manifestation of postmodernism. The results of the study became the basis for the definition of distance education as an effective learning technology.
{"title":"Distance Learning in the Context of E-Learning: Trends of Postmodern Society","authors":"Olha Muzyka, Anna Chernyshova, Yaryna Bytkivska, Olena Trynus, Tetiana Datsiuk","doi":"10.18662/rrem/15.2/739","DOIUrl":"https://doi.org/10.18662/rrem/15.2/739","url":null,"abstract":"The article highlights the trends of the postmodern society developing in the context of a globally integrated world. The postmodern cultural trend is an exponent of the cultural and artistic aspect of the post-industrial world, including the educational aspect. Therefore, such a topic is relevant for research. \u0000The article analyzes the basic theoretical and methodological foundations of distance education as an effective technology of innovative e-learning. Based on the statements of scientists, it is determined that distance education in addition to effective learning technology is also a manifestation of postmodern cultural and artistic worldview. \u0000The article defines the essence of distance education in the context of technological process as a feature that forms the global trends of society development. The article also presents the postmodern paradigm as a defining feature of the current worldview of society, which has emerged as a result of innovation and information space. \u0000On the basis of the questionnaire it was determined that distance education as a technology is the most effective in the current postmodern view of the world. The study applied the integrative method of synthesis and analysis, as well as research, descriptive and scientific methods to determine the theoretical foundations of distance education. The questionnaire method was used to determine the effectiveness of distance education in e-learning as a manifestation of postmodernism. The results of the study became the basis for the definition of distance education as an effective learning technology.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49012080","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}
The study aims to track how students' motivation for professional self-determining develops. The professional practice of specialists proves that their successful self-realization in the profession depends on the level of professional self-determination, their awareness of the subjective meaning of the chosen profession, and the development of professional and personal motivation. The paper focuses on the issues of motivational forming for future specialists' professional self-determining. Diagnostics allows for determining the reasons used by students in professional self-determination. Features of diagnosis of the state of development of motivation of professional self-determining university students are given. The concept of “professional self-determination of the individual” is revealed. The significance of motivation theories in fostering students’ professional autonomy is discussed. Developing students’ professional self-determining of motives indicators is highlighted. Finally, the outcomes of the diagnostic procedures are represented. According to the research results, it was established that the motivation for professional self-determination of university students indicates their desire for professional self-development and their awareness of the importance of the chosen profession. The development of students’ motivation occurs through the use of the following forms of learning in the educational process of the university: lecture classes (problematic, thematic, binary, lecture-conferences, lectures-visualization, lectures-disputes); seminar classes (interdisciplinary, search, seminars-discussions, seminars-round tables); business games, training, idea auctions, talk shows, project activities, etc.
{"title":"Research of Motivation for the Development of Professional Self-Determination","authors":"","doi":"10.18662/rrem/15.2/731","DOIUrl":"https://doi.org/10.18662/rrem/15.2/731","url":null,"abstract":"The study aims to track how students' motivation for professional self-determining develops. The professional practice of specialists proves that their successful self-realization in the profession depends on the level of professional self-determination, their awareness of the subjective meaning of the chosen profession, and the development of professional and personal motivation. The paper focuses on the issues of motivational forming for future specialists' professional self-determining. Diagnostics allows for determining the reasons used by students in professional self-determination. Features of diagnosis of the state of development of motivation of professional self-determining university students are given. The concept of “professional self-determination of the individual” is revealed. The significance of motivation theories in fostering students’ professional autonomy is discussed. Developing students’ professional self-determining of motives indicators is highlighted. Finally, the outcomes of the diagnostic procedures are represented. According to the research results, it was established that the motivation for professional self-determination of university students indicates their desire for professional self-development and their awareness of the importance of the chosen profession. The development of students’ motivation occurs through the use of the following forms of learning in the educational process of the university: lecture classes (problematic, thematic, binary, lecture-conferences, lectures-visualization, lectures-disputes); seminar classes (interdisciplinary, search, seminars-discussions, seminars-round tables); business games, training, idea auctions, talk shows, project activities, etc.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49444525","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}
At the foundation of this research paper lays the notion of “identity” which comes to show how postmodernism and digimodernism can, in fact, coexist in a post-postmodern world where the problem of sex education is more actual than ever. The objective of this paper is to show how in this context full of dualities, a narrow topic such as sex education can reinforce the construction and representation of an identity. In this way, this paper analyzes how the Romanian media outlet Republica tackles this topic and how, when covering it, it manages to construct the Romanian group identity. The main hypothesis of this paper is that this media outlet relies a lot on religious principles when covering this topic. Moreover, a subsidiary hypothesis is that this publication correlates sex education with politics, since the politicians are the ones who take important decisions for this country. For the methodology, this paper uses the qualitative and quantitative content analysis. Discussing about some of the main results, it can be said that the analysis highlighted how sex education is correlated massively with politics and religion, but also with the issue of gender identity. Consequently, the Romanian identity is defined by some strong dichotomies present in the society (men versus women, science versus religion, parents versus authorities), showing many of the vulnerabilities to which different social categories are exposed.
{"title":"Sex Education and the Dichotomies of Identity Representation. A Case Study on Republica","authors":"Larisa Palie","doi":"10.18662/rrem/15.2/735","DOIUrl":"https://doi.org/10.18662/rrem/15.2/735","url":null,"abstract":"At the foundation of this research paper lays the notion of “identity” which comes to show how postmodernism and digimodernism can, in fact, coexist in a post-postmodern world where the problem of sex education is more actual than ever. The objective of this paper is to show how in this context full of dualities, a narrow topic such as sex education can reinforce the construction and representation of an identity. In this way, this paper analyzes how the Romanian media outlet Republica tackles this topic and how, when covering it, it manages to construct the Romanian group identity. The main hypothesis of this paper is that this media outlet relies a lot on religious principles when covering this topic. Moreover, a subsidiary hypothesis is that this publication correlates sex education with politics, since the politicians are the ones who take important decisions for this country. For the methodology, this paper uses the qualitative and quantitative content analysis. Discussing about some of the main results, it can be said that the analysis highlighted how sex education is correlated massively with politics and religion, but also with the issue of gender identity. Consequently, the Romanian identity is defined by some strong dichotomies present in the society (men versus women, science versus religion, parents versus authorities), showing many of the vulnerabilities to which different social categories are exposed.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46065440","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}
The contemporary European context foreshadows many challenges for young people who want to pursue a teaching career. Our study is of interest in the initial preparation for the teaching career of students who have experienced online school and who are required to reconfigure their training in the direction of solid skills, especially digital. Opinion polls reveal a demotivation of students towards school learning, a fact amplified by the Coronavirus pandemic that fundamentally changed the development of the educational process. University departments that train teachers have struggled to provide high-quality training due to the limitations of the pandemic. In the perspective of similar challenges, the initial training of teachers is much more intensely calibrated to the technological needs of education. Requests to increase the quality of education that depend on the quality of teachers are imperative. This study is conducted to find out the opinion of future teachers about the training requirements for the teaching profession. The aim of the study is to survey among young people preparing for teaching careers their motivation for learning in the context and in the perspective of professional teaching standards. The methodology includes recruitment, sampling and application of tools. We used opinion questionnaires to identify the reasons for choosing the initial training in the educational field and the awareness of the difficulties and standards required by this profession. The conclusions of the article indicate that the reasons for choosing a teaching career are diverse, associated with individual options and a superficial knowledge of a teacher's skills.
{"title":"Motivation of Students for Teaching Career","authors":"Daniela Bobocea","doi":"10.18662/rrem/15.2/733","DOIUrl":"https://doi.org/10.18662/rrem/15.2/733","url":null,"abstract":"The contemporary European context foreshadows many challenges for young people who want to pursue a teaching career. Our study is of interest in the initial preparation for the teaching career of students who have experienced online school and who are required to reconfigure their training in the direction of solid skills, especially digital. Opinion polls reveal a demotivation of students towards school learning, a fact amplified by the Coronavirus pandemic that fundamentally changed the development of the educational process. University departments that train teachers have struggled to provide high-quality training due to the limitations of the pandemic. In the perspective of similar challenges, the initial training of teachers is much more intensely calibrated to the technological needs of education. Requests to increase the quality of education that depend on the quality of teachers are imperative. This study is conducted to find out the opinion of future teachers about the training requirements for the teaching profession. The aim of the study is to survey among young people preparing for teaching careers their motivation for learning in the context and in the perspective of professional teaching standards. The methodology includes recruitment, sampling and application of tools. We used opinion questionnaires to identify the reasons for choosing the initial training in the educational field and the awareness of the difficulties and standards required by this profession. The conclusions of the article indicate that the reasons for choosing a teaching career are diverse, associated with individual options and a superficial knowledge of a teacher's skills.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48486243","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}
The paper presents the results of a study testing the moderating role of the motivation for mathematics learning between mental health problem and resilience in children. The sample consisted in 707 Romanian children, (average age 13 years old). The students filled in the questionaries for strengths and difficulties (SDQ), the CYRM for Resilience (Ungar& Theron, 2019) and a questionnaire for mathematics attitudes. The results indicate a significant moderating effect of the mathematic motivation for the relationship between mental health problems (difficulties such as emotional problem, behavioral problems, hyperactivity and peer relations problem) and resilience. So, the mathematic motivation learning reduces the negative effect of mental health problems on resilience, contributing as a protective factor in front of difficulties. There are implications for learning design in educational settings, so the teachers could pay more attention to enhance the student’s motivation for learning mathematics as a possible intervention to enhance resilience.
{"title":"Relationship between Mental Health Problems and Resilience Among Students. The Moderating Role of Motivation for Mathematics Learning","authors":"A. A. Colomeischi, Tudor Colomeischi","doi":"10.18662/rrem/15.2/729","DOIUrl":"https://doi.org/10.18662/rrem/15.2/729","url":null,"abstract":"The paper presents the results of a study testing the moderating role of the motivation for mathematics learning between mental health problem and resilience in children. The sample consisted in 707 Romanian children, (average age 13 years old). The students filled in the questionaries for strengths and difficulties (SDQ), the CYRM for Resilience (Ungar& Theron, 2019) and a questionnaire for mathematics attitudes. The results indicate a significant moderating effect of the mathematic motivation for the relationship between mental health problems (difficulties such as emotional problem, behavioral problems, hyperactivity and peer relations problem) and resilience. So, the mathematic motivation learning reduces the negative effect of mental health problems on resilience, contributing as a protective factor in front of difficulties. There are implications for learning design in educational settings, so the teachers could pay more attention to enhance the student’s motivation for learning mathematics as a possible intervention to enhance resilience.\u0000 ","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44253250","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}
In today’s competitive job market, most graduates face obstacles in obtaining a job that matches their field and educational level. The lack of jobs related to graduates’ fields and educational levels and to industrial demand in the era of postmodernism has caused psychological tension among graduates. This study predicts that employed graduates who apply mature defence mechanisms show higher work performance compared to graduates who apply immature styles of psychological defence mechanisms. The study also predicts that graduates in matched positions tend to use mature defence mechanisms compared to graduates with job mismatches. To explore this phenomenon, 116 employed graduates from different academic backgrounds shared their views on using mature and immature coping mechanisms in their work performance. The study found that mature self-defence had a positive effect on work performance, while immature defence mechanisms did not show any effect on work performance. Concerning the use of mature and immature defence mechanisms in graduates with matched and mismatched employment, the study revealed that there is no difference between the two groups of graduates in using both types of psychological self-defence. The findings showed that the mature psychological defence mechanisms can be used to understand the factors that contribute to work performance. This can serve as guidance for employed graduates to better perform in their work. For employers, the findings can help them understand their employees’ psychological self-defence in dealing with work challenges in today’s world.
{"title":"The Effect of Psychological Self-Defence on the Performance of Graduates Employed in Matched and Mismatched Roles","authors":"","doi":"10.18662/rrem/15.2/732","DOIUrl":"https://doi.org/10.18662/rrem/15.2/732","url":null,"abstract":"In today’s competitive job market, most graduates face obstacles in obtaining a job that matches their field and educational level. The lack of jobs related to graduates’ fields and educational levels and to industrial demand in the era of postmodernism has caused psychological tension among graduates. This study predicts that employed graduates who apply mature defence mechanisms show higher work performance compared to graduates who apply immature styles of psychological defence mechanisms. The study also predicts that graduates in matched positions tend to use mature defence mechanisms compared to graduates with job mismatches. To explore this phenomenon, 116 employed graduates from different academic backgrounds shared their views on using mature and immature coping mechanisms in their work performance. The study found that mature self-defence had a positive effect on work performance, while immature defence mechanisms did not show any effect on work performance. Concerning the use of mature and immature defence mechanisms in graduates with matched and mismatched employment, the study revealed that there is no difference between the two groups of graduates in using both types of psychological self-defence. The findings showed that the mature psychological defence mechanisms can be used to understand the factors that contribute to work performance. This can serve as guidance for employed graduates to better perform in their work. For employers, the findings can help them understand their employees’ psychological self-defence in dealing with work challenges in today’s world.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44138818","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}
This study is among those interested in psychological well-being in pregnant women, exploring the explanatory value for well-being of some parameters such as health consciousness, prenatal expectations, self-perception, taking into account age, and the existence of a preference for birth through caesarean section. In this study voluntarily participated 197 pregnant women (aged between 17 and 46). The questionnaires used were entered in an online form, this form was posted on Facebook groups specific to pregnant women, regardless of age or trimester. In agreement with the first hypothesis (H1) of our study, a significant positive relationship was measured between psychological well-being and health consciousness (c' = .155, p = .0236 < .050). It was also found that health consciousness explains psychological well-being (c' = .155; p = .0236<.050; [.0845; 1.1601]) and prenatal expectations has a partial mediator role in this relationship (a2*b2 = .046, 95 % CI [.0069, .0957]), confirming the hypothesis H2. Moreover, the hypothesis that age (r= .221; p = .0003 < .050) and preference for cesarean (r=-.185; p=. 0026 < .050) are significant covariates of the psychological well-being of pregnant women was confirmed (H4). Our study analyzed the factors that lead to psychological well-being of pregnant women, that would improve the development of the fetus and at the same time a positive development of social emotional learning (SEL) programs.
{"title":"Well-being in Pregnancy. Parameters that Can be Considered in Prenatal SEL Programs","authors":"","doi":"10.18662/rrem/15.2/721","DOIUrl":"https://doi.org/10.18662/rrem/15.2/721","url":null,"abstract":"This study is among those interested in psychological well-being in pregnant women, exploring the explanatory value for well-being of some parameters such as health consciousness, prenatal expectations, self-perception, taking into account age, and the existence of a preference for birth through caesarean section. In this study voluntarily participated 197 pregnant women (aged between 17 and 46). The questionnaires used were entered in an online form, this form was posted on Facebook groups specific to pregnant women, regardless of age or trimester. In agreement with the first hypothesis (H1) of our study, a significant positive relationship was measured between psychological well-being and health consciousness (c' = .155, p = .0236 < .050). It was also found that health consciousness explains psychological well-being (c' = .155; p = .0236<.050; [.0845; 1.1601]) and prenatal expectations has a partial mediator role in this relationship (a2*b2 = .046, 95 % CI [.0069, .0957]), confirming the hypothesis H2. Moreover, the hypothesis that age (r= .221; p = .0003 < .050) and preference for cesarean (r=-.185; p=. 0026 < .050) are significant covariates of the psychological well-being of pregnant women was confirmed (H4). Our study analyzed the factors that lead to psychological well-being of pregnant women, that would improve the development of the fetus and at the same time a positive development of social emotional learning (SEL) programs.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44489318","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}
It is well known that, for all civilizations’ good and successful future, science and people with scientific skills have a key role. So, at the center of scientific skills, teaching science is an important topic. Maybe two of important components of science teaching are scientific literacy and self-efficacy. So, it has to be known if there is a correlation between them. The main aim of the study is to research correlation between self-efficacy beliefs towards science teaching and the level for science literacy of primary school teachers. For this aim data were collected with two instruments (basic science literacy test and the self-efficacy belief in science teaching scale) and gained data was analyzed with SEM (structural equation modelling). The sample of the study consist 506 primary school teachers. After data collection the theoretical model was tested that does science literacy affect or not the self-efficacy in science teaching with SEM. After data analysis it was found that the self-efficacy belief in science teaching affected positively and significantly by the science literacy levels. Considering that teachers with high self-efficacy in teaching science have more successful outcomes, it is believed that it would be beneficial to organize in-service training in which teachers can make a deep sense of their self-efficacy beliefs, literacy concepts and make self-evaluations.
{"title":"Does Science Literacy Affect Self-Efficacy in Science Teaching? An Analysis with Structural Equation Modelling","authors":"","doi":"10.18662/rrem/15.2/745","DOIUrl":"https://doi.org/10.18662/rrem/15.2/745","url":null,"abstract":"It is well known that, for all civilizations’ good and successful future, science and people with scientific skills have a key role. So, at the center of scientific skills, teaching science is an important topic. Maybe two of important components of science teaching are scientific literacy and self-efficacy. So, it has to be known if there is a correlation between them. The main aim of the study is to research correlation between self-efficacy beliefs towards science teaching and the level for science literacy of primary school teachers. For this aim data were collected with two instruments (basic science literacy test and the self-efficacy belief in science teaching scale) and gained data was analyzed with SEM (structural equation modelling). The sample of the study consist 506 primary school teachers. After data collection the theoretical model was tested that does science literacy affect or not the self-efficacy in science teaching with SEM. After data analysis it was found that the self-efficacy belief in science teaching affected positively and significantly by the science literacy levels. Considering that teachers with high self-efficacy in teaching science have more successful outcomes, it is believed that it would be beneficial to organize in-service training in which teachers can make a deep sense of their self-efficacy beliefs, literacy concepts and make self-evaluations.\u0000 ","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49484849","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}
At the level of pre-university education units in Romania, there is a visible concern for identifying the most effective strategies to prevent bullying in parallel with the development of social skills for positive interaction. In accordance with these trends, this work aims to identify some educational strategies to prevent bullying that value the dynamics of cooperation. Thus, in the present study we propose to present the theory of social interdependence from the perspective of cooperative learning in the prevention of bullying. In the scientific literature it is shown that students who have more experiences of cooperation have an increased probability of not developing individualistic tendencies or engaging in intentional acts of aggression. On the other hand, social dominance theories show that through competition students compete for a place in dominance hierarchies and may have harmful intentions. The findings of various researchers show that cooperation is an effective strategy against bullying both in secondary school and in primary school. Cooperative learning significantly reduces bullying because bullies and victims share a tendency to be uncooperative. It was also observed that the results of cooperative learning on prosocial ability they have related by the improvement of the relationship between students. Given that bullies prefer to dominate rather than be cooperative, while victims lack social interaction skills, we believe that the success of bullying prevention is found in a curriculum centered on cooperative learning. Therefore, the design of such a curriculum is important from the perspective of developing students' cooperation and interrelationship skills as a strategy to prevent bullying.
{"title":"Successful Bullying Prevention: a Curriculum Based on Cooperative Learning – Theoretical Analysis","authors":"Georgeta Diac, Tudor Gradinariu","doi":"10.18662/rrem/15.1/716","DOIUrl":"https://doi.org/10.18662/rrem/15.1/716","url":null,"abstract":"At the level of pre-university education units in Romania, there is a visible concern for identifying the most effective strategies to prevent bullying in parallel with the development of social skills for positive interaction. In accordance with these trends, this work aims to identify some educational strategies to prevent bullying that value the dynamics of cooperation. Thus, in the present study we propose to present the theory of social interdependence from the perspective of cooperative learning in the prevention of bullying. In the scientific literature it is shown that students who have more experiences of cooperation have an increased probability of not developing individualistic tendencies or engaging in intentional acts of aggression. On the other hand, social dominance theories show that through competition students compete for a place in dominance hierarchies and may have harmful intentions.\u0000The findings of various researchers show that cooperation is an effective strategy against bullying both in secondary school and in primary school. Cooperative learning significantly reduces bullying because bullies and victims share a tendency to be uncooperative. It was also observed that the results of cooperative learning on prosocial ability they have related by the improvement of the relationship between students. Given that bullies prefer to dominate rather than be cooperative, while victims lack social interaction skills, we believe that the success of bullying prevention is found in a curriculum centered on cooperative learning. Therefore, the design of such a curriculum is important from the perspective of developing students' cooperation and interrelationship skills as a strategy to prevent bullying.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48942265","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}
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