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Romania

Romania

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Published by: Centro Studi Villa Montesca on Dec 03, 2008
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09/07/2012

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Report – PBL at Romanian national level
GRUP SCOLAR TEHNIC DE TRANSPORTURI CAI FERATE IASI
EUCLIDES –
E
nhancing the
U
se of 
C
ooperative
L
earning to
I
ncrease
D
evelopment of 
S
cience studies134246-LLP-1-2007-IT-1-COMENIUS-CMPGrant Agreement 2007-3434/001-001This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any usewhich may be made of the information contained therein.
 
 
Transition in Romania includes higher education structure. Introduction of problembased learning is a key factor, to better serve the needs of society. Students have to gainpractical skills, like defining and carrying out projects with multidisciplinary aspects, andlearn to present to, and communicate with a non-expert audience. Generally the methodproblem based learning is used in universities, but since few years ago different Romanianschools developed some European project to experiment this didactical method.By introducing a science shop at university, students can gain the practical skills mentionedabove, and in the same time help civil organizations and institutions from outside universityto analyze and solve their problems.Project-Based Learning (PBL) method organizes learning around projects. It overlaps withother active learning models such as
group work 
,
guided design
,
work-based learning
,
learning by doing
and
case studies
but is distinguished by solving complex and realisticproblems that reflect the decisions and dilemmas people face every day. The projects arecomplex tasks, based on challenging questions or problems, that involve students indesign, problem-solving, decision making, or investigative activities; give students theopportunity to work relatively autonomously and culminate in realistic products orpresentations.The PBL method has specific features:students participate actively in the education by changing one-way lectures to group-workprojects;a larger freedom regarding the schedules and the approaches to solve a problem areensured to students; they are responsible of their own learning activities and are free tostudy those topics that interest them the most to develop a solution;working in group, a learning community is developed in which the students are heldaccountable for their actions by group members; (project based learning in assistivetechnology education -Kari Vehmaskoski, Mariana Brumaru, and Dan Mândru)
 
 
PBL is a student learning centered method. In this method a scenario is presented tothe students to be solved in groups. Groups are formed by a random selection of students.This scenario is a non structured situation that involves elements close to student realityand that have a wide open variety of explanations, process and solutions. The aim of PBL isto engage students on the situation and to guide their efforts of solutions to write theproblem and its solutions in a formal manner.The evaluation of the PBL scenario is done by a presentation and a report. The report andpresentation are evaluated using a rubric that is handled to the students along with thescenario.There are different ways of working a PBL scenario, but most of them follow these steps:1. The teacher presents to the students the PBL scenario along its evaluation rubric and thesteps students should follow to solve the scenario.2. Groups work on the scenario with the presence of the teacher.3. Students do individual research on topics related to the scenario.4. Students share with their group the research they have done, and they establish theproblems to solve.Students work collaboratively and cooperatively with their team members to propose asolution to the problems they stated.6. Students do a presentation to their classmates and handled out its report.7. The teacher will comment on the similarities and difference between the groups work,and will pull out their presentations the main concepts involved in the problems and theirsolutions.8. The teacher will grade the report using the PBL rubric.The main difficult for a teacher when applying PBL scenarios is to guide the students to theprocess avoiding to give answers or to accept o refuse a problem statement.Sometimes the teacher have to restrain himself from telling on the group members “you areright”, when a group discussion is taken place and it seems that they are not listening orseriously considering to the group member that have the right proposal.The Ministry of Education from Romania implemented in the schools a program AEL.The Ministry of Education, Research and Youth in Romania is responsible for the regulationof education in a country with 256,000 teachers, and more than 3.5 million studentsenrolled in primary and secondary schools. The ministry faces a huge workload in preparingstudents to face the challenges posed by globalization, educational modernization, and theneeds of the labor market. Remus Pricopie, Secretary of State at the Ministry of Education,Research and Youth, says: "
Probably the greatest challenge is modernization, the

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