Didactics Conference Abstract Book

„Didactics: past, present and future perspectives" - 4th edition
18-19 May2018
Book of abstracts
ISSN 2668-1749
ISSN-L 2668-1749
ho s te d by :
“ 1 D EC EM B RI E 1 9 1 8 ” UN IV E R SI T Y o f A LB A I U L IA
F AC U LT Y O F LAW AN D S O CI AL SC IEN CE 1 S
Dep ar ta me n t fo r T eac he r T rain i n g
The International Conference
„Didactics: past, present and future

perspectives",
4th edition
Organized by:
“1 DECEMBRIE 1918” UNIVERSITY of ALBA IULIA
UNIVERSITY "HOLY CROSS" in KIELCE, POLAND
STATE UNIVERSITY "DIMITRIE CANTEMIR", MOLDOVA
TECHNICAL UNIVERSITY of CLUJ NAPOCA
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Scientific Committee:
Olga María ALEGRE DE LA ROSA-"La Laguna" University of Tenerife, Spain

Carmen BAL - Technical University of Cluj-Napoca, Romania
Wanda BARANOWSKA - University of Lodz, Poland
Daniel BREAZ - "1 Decembrie 1918" University of Alba Iulia, Romania
Muşata BOCOŞ - "Babeş – Bolyai" University of Cluj-Napoca, Romania
Marian BUKOWIEC - "Holy Cross" University in Kielce, Poland
Rodica CIOBANU - "Dimitrie Cantemir" State University, Republic of Moldova
Marcela CIORTEA - "1 Decembrie 1918" University of Alba Iulia, Romania
Vasile CHIŞ - "Babeş – Bolyai" University of Cluj-Napoca, Romania
Maria DUCA - "Dimitrie Cantemir" State University, Republic of Moldova
Massimiliano FIORUCCI - Roma Tre University, Italy
Teresa GIZA – "Holy Cross" University in Kielce, Poland
Jan GUNCAGA - "Comenius" University in Bratislava, Slovakia
Iulia HERMAN - "1 Decembrie 1918" University of Alba Iulia, Romania
Cornel IGNA - "1 Decembrie 1918" University of Alba Iulia, Romania
Krzysztof KONARZEWSKI - "Holy Cross" University in Kielce, Poland
Daniel MARA - "Lucian Blaga" University of Sibiu, Romania
Edward MLECZKO - "Holy Cross" University in Kielce, Poland
Mercè MOREY LÓPEZ - University of the Balearic Islands, Spain
Letiţia MUNTEAN-TRIF-"1 Decembrie 1918" University of Alba Iulia, Romania
Mariana NOREL - "Transilvania" University of Brașov, Romania
Dorin OPRIŞ - "1 Decembrie 1918" University of Alba Iulia, Romania
Katarzyna PALKA - "Holy Cross" University in Kielce, Poland
Galina PĂDURARU-"Dimitrie Cantemir" State University, Republic of Moldova
Ramona PETROVAN - "1 Decembrie 1918" University of Alba Iulia, Romania
Tatiana POTÎNG - "Dimitrie Cantemir" State University, Republic of Moldova
Ioan SCHEAU - "1 Decembrie 1918" University of Alba Iulia, Romania
Stela SPÎNU - "Dimitrie Cantemir" State University, Republic of Moldova
Liana TĂUŞAN - Technical University of Cluj-Napoca, Romania
Ioana TODOR - "1 Decembrie 1918" University of Alba Iulia, Romania
Dumitru VALCAN - "Babeş – Bolyai" University of Cluj-Napoca, Romania
Adam WINIARZ - "Holy Cross" University in Kielce, Poland
Kamil WODKA - "Holy Cross" University in Kielce, Poland
Tamara ZAPPATERRA - University of Florence, Italy
Janusz ZDEBSKI - "Holy Cross" University in Kielce, Poland
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Organizing Committee:
Iulia HERMAN - "1 Decembrie 1918" University of Alba Iulia, Romania

Cornel IGNA - "1 Decembrie 1918" University of Alba Iulia, Romania
Adela JIDVEIAN - "1 Decembrie 1918" University of Alba Iulia, Romania
Dan IORDĂCHESCU - "1 Decembrie 1918" University of Alba Iulia, Romania
Lorena PECULEA - Technical University of Cluj-Napoca, Romania
Ramona PETROVAN - "1 Decembrie 1918" University of Alba Iulia, Romania
Răzvan Gheorghe RUSU - "1 Decembrie 1918" University of Alba Iulia, Romania
Ioan SCHEAU - "1 Decembrie 1918" University of Alba Iulia, Romania
Stela SPÎNU - "Dimitrie Cantemir" State University, Republic of Moldova
Liana TĂUȘAN - Technical University of Cluj-Napoca, Romania
Ioana TODOR - "1 Decembrie 1918" University of Alba Iulia, Romania
Vasile Emil URSU - "1 Decembrie 1918" University of Alba Iulia, Romania
Edited by: Cornel Victor Igna
Official website of the conference:

http://www.didactica-alba.org/
Disclaimer
The responsibility for opinions expressed, in articles, studies and other
contributions in this publication rests solely with their authors.
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Contents
Keynote speakers .................................................................................. 6
Pre-conference workshops ................................................................... 12
Oral presentations.................................................................................. 14
List of participants ................................................................................. 102
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Keynote speakers
Keynote speakers
6
SITUATED LEARNING IN EARLY EDUCATION
Ioana Todor
”1 Decembrie 1918” University of Alba Iulia
Abstract
Situated learning approach (Lave & Wenger, 1991) views learning as
a process occurring between the person and his or her particular social and
physical environment. According to this approach, learning involves co-
participation, collaborative construction of knowledge and the whole process
is shaped by the context it occurs. Because knowledge are acquired in the
same context in which they are applied, students' ability to transfer knowledge
in new situations is no longer a topic of interest, nor their generalization or
abstraction abilities. Knowledge are the product of the students'
activity/interactions with the complex environment, context, and culture. The
paper presents the basic assumptions of situated learning approach, a critical
evaluation of the theory, with a main focus on its potential applications in
early education.
Keywords: situated learing, communities of practice, cognitive

apprenticeship, early education
Keynote speakers
7
PERSPECTIVES OF CURRICULUM REFORM IN EARLY EDUCATION
Letiția Trif
Abstract
The curriculum reform project for early education reflects an

improved, unitary and coherent Curriculum Concept of the current Curriculum
(OM no. 5233/2008), having as reference the key competencies that determine
the student's later training profile, defined at European level and established
by the National Education Law no. 1/2011, and creating the prerequisites for
training them from very young ages. In this study we propose an analysis of
the arguments regarding the restructuring of the national curriculum for early
education; the analysis of the current state of pre-school education - and
before pre-school education, illustrated in the national statistical data, in the
annual reports, in studies, researches, results of the implementation of
educational programs, etc. We highlight features of the revised and renewed
curriculum, through the generous, integrative approach to education in
younger ages; respectively, the compatibility of the curriculum documents
developed within the framework of the reform with the results of pedagogical
research and international educational practice trends, the direct consequence
of which, in the long run, will be the formation of a curricular culture
expressed in concrete educational practices. We also emphasize the
importance of a new curricular vision that values the competency paradigm
and focuses educational efforts toward pre-school children and on their
learning activity, and also on acquiring behaviors that provide the
prerequisites for the constitution of competency elements and subsequently the
competence units.
Keywords: reform; curriculum; early education
Keynote speakers
8
INTERCULTURAL COMMUNICATION IN THE ACADEMIC ENVIRONMENT:
IMPEDIMENTS AND SOLUTIONS
Stela Spinu
State University ”Dimitrie Cantemir”, Moldova
Abstract
The globalization process, which originally dominated only the

economic sphere, subsequently led to profound social, political and cultural
transformations, having a significant impact on culture and identity and
influencing inter-ethnic and inter-confessional relations in multicultural and
multilingual environments. Culturally, globalization makes its effects felt by
the tendency to undermine minority cultures through cultural homogenization,
change of the national value model and the emergence of hybrid cultural
forms. In the context of the new cultural realities, the need to raise awareness
and promote intercultural communication at all levels of the education system,
to identify the major obstacles and challenges, facing young people belonging
to different cultural backgrounds, is evident in communication.
To obtain truthful information about the factors that may disrupt intercultural
communication, an opinion poll, based on a questionnaire, was conducted
among young people aged 20-25. The students, who participated in the poll,
belonged to different ethnic groups and study at six universities in the
Republic of Moldova. There were also students who participated in mobility
programs. According to the results of the survey, disruptions in effective
communication are caused by the shock of the awareness of the existence of a
different world, of linguistic differences, the misinterpretation of nonverbal
and paraverbal language, the type of communication, the lack of knowledge of
cultural traditions, religious pluralism, stereotypes and prejudices.
To overcome the identified blockages and to awake dialogical speech, we
proposed the achievement of the following objectives: to acquire foreign
languages by fully developing the capacity to communicate with people from
other cultural and linguistic areas; to introduce into the curriculum disciplines
that would familiarize young people with the differences between cultures and
the challenges of the contemporary world; to form an intercultural
communicative competence within the disciplines Intercultural
Communication and Intercultural Education; to organize cultural and scientific
events, which would facilitate the communication between young people of
different cultures; to promote and monitor the mobility of young people in the
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academic / educational field; to encourage young people to apply to mobility
projects.
Keywords: intercultural communication, barriers, case study
Keynote speakers
EDUCATION FOR ALL - PERSPECTIVES IN NATIONAL AND
INTERNATIONAL EDUCATIONAL POLICIES
10
Liana Tăușan
Technical University of Cluj-Napoca
Abstract
The collocation „education for all” launches the concepts of equity

and equality of chances. „Education for all” is a paradigm of the contemporary
pedagogy, reflecting the global character of the problems and the alternative
solutions regarding the basic education. It is also an objective of the
educational sciences, aiming to adapt education to various educational needs,
to the learning and developing particularities of each individual. A series of
documents of international educational policies promote and support
dimensions of the ”education for all” paradigm: the Convention on the Rights
of the Child, the Dakar Framework for Action at the World Education Forum,
the Millennium Development Goals, UNESCO’s Medium-Term Strategy,
2008-2013. The desiderates destined to ensure a basic education for all
individuals are the following: forming basic competencies for all individuals
(children, young men and adults), ensuring compensatory educational
programmes in order to offer a second chance to the individuals excluded
from the formal basic education levels, creating specific educational
programmes for the people with special needs (minorities, people from
disadvantaged areas, analphabetic people, immigrants, homeless people etc.).
Keywords: education for all, equal opportunities, the educational policies in

Europe, lifelong learning
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Pre-conference
workshops
Pre-conference workshops
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1. Pre-conference workshop - “Merito”, organized by teacher Mursa
Liliana, Școala Gimnazială, “Avram Iancu” Abrud and teacher Berindeie
Angela, Liceul “Corneliu Medrea” Zlatna.
2. Pre-conference workshop - “Călătorie pe tărâmul ideilor”,

organized by Grădinița cu program prelungit nr. 12 Alba-Iulia, room
A1
1. SUCIU VERONICA - Desenul liber și importanța lui educativă
2. IGNAT EUGENIA - Schimb de experiență român - francez
3. CIOANCĂ RAMONA - PETRUȚA ANGELA - În lumea culorilor
4. BURNETE CORINA - DECEAN IOANA DELIA - Proiecte cu sens - Lemnul
5. ROFF NICOLETA MARIA - MUREȘAN DOINA MARIA - Lumini și umbre
în explorarea formelor geometrice
6. BOTA DELIA - BĂLĂNEANU MONICA - Ne distrăm și învățăm prin
experimente
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Oral presentations
Oral presentations
THE FOUNDATION OF KNOWLEDGE: CONCEPTS IN PHILOSOPHY

14
Arina Antoci
Abstract
Every science is based on a set of well-founded concepts.

Knowledge can be acquired and conveyed only through concepts, which
synthesize, condense essential information in a particular field. Therefore, if
the core of any science is a system of concepts, the learning of that science
must begin with their appropriation.
Knowledge focuses on concepts. True ideas are, in fact, the concepts of
thought in his effort to decipher the mysteries of existence. At the level of
common sense, man re-creates the world on the basis of daily experience.
Above them there is a true conceptual architecture, the fruit of thinking
capable of abstraction and generalization. Much of what falls under it is
internalized and acknowledged as part of the reality of consciousness, which is
not limited to that, since knowledge is a much more complex process.
empirical representation is replaced by abstract conceptualization. The
diverse, confined and often confused reality, which is the subject of empirical
representation, is translated into concepts, as products of thought that proposes
an intellectual structure of its own in investigating the world. In the face of
common sense, it is thus necessary to conceptualize thought.
Without concepts there is no thought and knowledge, for, as Ath.Joja
demonstrates, they generate the proposition and reasoning. A higher level
knowledge of existence, profound and exhaustive. That is why the solidity of a
scientific or philosophical theory depends to a large extent on the
appropriateness of its concepts in promoting understanding and facilitating
meaningful communication.
Keywords: Knowledge, concepts, notions, extension, comprehension
Oral presentations
15
USE E-LEARNING PLATFORMS IN THE LEARNING OF
MATHEMATICS
Ana Nicoleta Avramescu
Colegiul Tehnic ”Matei Corvin” Hunedoara
Abstract
The exponential growth in the field of IT during the last few years has
led to the emergence and development of numerous instruments, extremely
useful to the didactic process, and implicitly, this growth has supported the
emergence of several e-learning platforms, which have become more and
more familiars to teachers and students. Regarding e-learning, we can state
that it can be defined as distance learning, in an evolving learning
environment, engaging and based on collaboration, which blends traditional
and digital methods and has as its main objective the improvement of student
achievement. Learning through the use of e-learning platforms is based on
modern teaching methods, different from the traditional ones. The advantage
is that this type of learning is much more attractive, consolidation and
evaluation of knowledge plays an important role, and it is performed in an
easy and adaptable manner, especially regarding the needs of the learners –
pupils, students or adults involved. Using e-learning platforms and learning
mathematics involves a wide range of activities, starting from teaching and
learning the basics, and moving towards theoretical and practical applications,
which focus on the role of mathematics in our everyday lives and the link to
other fields of study. It also provides an evaluation through online testing, on
topics studied, as well as final examinations. The efficiency of using e-
learning platforms can be demonstrated through the results obtained in formal
examinations, especially in graduation exams, at the end of an educational
stage, but also through applying this knowledge in an informal context. Taking
into account general aspects of e-learning platforms, this paper aims to present
a particular platform which can be used in teaching mathematics in high
school.
Keywords: platforms, e-learning, mathematics
Oral presentations
16
ROMANIAN EDUCATION BETWEEN TRADITION AND MODERNITY
Anca Ronita Banca
Școala Gimnazială „Avram Iancu” Abrud
Abstract
A metaphor often used when talking about education and training
refers to light and illumination.
Education is the enlightenment of the being, the dumb, the surrender of the
truth, the understanding and the revelation. By education, man frees himself
from the darkness of himself and his surroundings, entering into the sphere of
light of truth, of good, of justice, in a word, of value.
"Education is the biggest and worst problem that has been given to man to
solve."
Popular pedagogy emerged and imposed itself before the institutionalized,
formalized one. Intuitively or orally transmitted, the pedagogical ethos clearly
accompanies the entire existence of the individual, from cradle to grave. The
pedagogy of common sense does not shine through its theoretical
exemplification, but through the subtlety of concrete answers, by their
richness and suitability to the calls of reality through its fervent, anticipating
or censoring function of the acts we are to do. What can be more worthy to be
respected than creeds such as "Man as he learns", "Good teaching is crowned",
"Teaching is much easier", " What do you teach in your old age? "," Beauty
grows, and wisdom grows ”etc.
Learning also involves mystery, and a great paradox, it means and unravels,
opposition, violation of rules coming from outside. Besides the rule of
obedience and obedience, the educator must also be granted the right to
violate, to build a set of personal rules in accordance with what he can and
hopes to undertake. It must not lead to an exaggerated freedom, but to assume
as much responsibility for one's own destiny. Freedom of the person is derived
and earned from the way that reference is made to the obligations arising from
the above equation.
Keywords: education, metaphor, pedagogy, learning
Oral presentations
17
NATIONAL EVALUATION IN PRIMARY SCHOOL PUPILS AND LEVEL OF
TEST ANXIETY
Laura Bochiș
University of Oradea, Faculty of Socio-Human Sciences
Florica Șandra
Școala Gimnazială Octavian Goga, Oradea
Abstract
The study aims to investigate the level of anxiety toward testing in

Second grade students during the National Assessment and possible causes
leading to higher levels of test anxiety. Students participating in the study
come from the urban environment, from the Octavian Goga Secondary
School, from Oradea, Bihor and from the rural environment, from the Chieşd
Gymnasium School, Sălaj. The level of test anxiety was evaluated using the
Test Anxiety in Children, developed by Wren and Benson in 2004 and
containing 25 items, grouped into three subclasses: thoughts, automatic
reactions, distracted behavior. The analysis of the results is carried out starting
from the specification of the descriptive statistics regarding the results
obtained with the instrument used. At the same time, the study contains for
teachers guidelines and strategies used in personal development discipline, to
reduce the level of test anxiety during the assessment, in primary school.
Keywords: test anxiety, pupils, primary school, national assessment
Oral presentations
18
METHODOLOGICAL STUDENTS GUIDING WITHIN THE PRACTICE
STAGE IN SYNOPTIC METEOROLOGY
Ilie Boian, Rodion Domenco, Galina Mindru
Abstract
Synoptic meteorology is one of the main branches of meteorology that

studies the weather and the physical processes in the atmosphere and
determines its evolution from one day to another, with the main purpose of
forecasting the weather. For weather forecasts, it is of particular importance to
study air masses, atmospheric fronts, evolution and movement of cyclones and
anti-cyclones. Synoptic meteorology practice stage is usually carried out in the
laboratories of the National Meteorological Service. During the practical
stage, being guided methodologically by the professor and a synoptician, the
students undertake many important activities to deepen their theoretical and
practical knowledge. At the first stage of it, students study the Bjerknes
scheme, the international synoptic code, and analyze the database of
meteorological data obtained from the national stations network, from the
information of the European centers that provide meteorological data and
those obtained from radar and meteorological satellite. At the second stage,
students can create geographic maps at different scales that present the overall
physical state of the atmosphere at the given time, being called synoptic maps.
The synoptic maps are created in three phases: drawing up the map; map
processing; map analysis. Mapping is carried out in accordance with the
Bjerknes Scheme. Through it, information on meteorological elements and
phenomena is posted around the weather stations from where they come from.
Map processing is done according to the following stages: highlighting the
important meteorological phenomena; tracing isobars; drawing of isolated
bars; representation of air masses; tracing atmospheric fronts. Map analysis is
carried out in two stages: diagnosis and forecasting.
Keywords: synoptic maps, Bjerknes scheme, weather forecast, meteorological

bulletin, air masses
Oral presentations
19
CRITICAL THOUGHT AND LEARNING
Niculina Maria Boncea
Liceul de Informatică ,,Tiberiu Popoviciu Cluj-Napoca
Abstract
People differ from other beings by the fact that man is a rational
human been, reason being the specific human quality that gives strength, value
and orientation to life. They have a specific capacity to process information in
order to acquire knowledge and beliefs, cognitive skills necessary to solve
the problems they face in everyday life.
Critical thinking is the superior way of manifestation of thought that
synthesizes and integrates aspects and procedures of other modes of
thought.To think critically means, among other things, to think pragmatically
and realistically, divergently and positively, heuristically and creatively,
algorithmically and efficiently.
In other words, critical thinking is sophisticated thinking. To think critically
means to be curious, to ask questions, to seek answers, to search for causes
and implications, to find alternatives to already established attitudes, to adopt
a position on the basis of reasoned justification and logically to analyze the
arguments of others. It is an active process that makes the one who learns to
control information, interrogating it, reconfiguring it, adapting it or rejecting
it. It is obvious that such capacity does not develop on its own but must be
practiced and encouraged in an appropriate learning
Critical thinking teaches us to "read," deconstruct, understand and develop
arguments, either for the practical purposes of everyday life or for better
expression in public debates or for organizing and structuring scientific
communication in certain disciplines.
The modern educational system goes beyond the traditional optics that
provided only information, it must be well designed to allow children's
initiative, creativity, spontaneity, the teacher becomes a co-participant with the
child in the activities that guide and guide the child on the way to knowledge,
the role of the teacher acquiring new meanings / valences.
Keywords: learning, thinking, critical thought, development

Oral presentations
THE ROLE OF CONTEXT IN TRANSLATION

20
Zinaida Camenev
Iurie Krivoturov
Free International University of Moldova
Nadejda Eșanu
USM, Moldova
Abstract
The texts are constituted of words which have different meanings in

translation.
The actual information they convey in a text depend on their contextual
environment. Generally speaking, the meaning of any word in the text cannot be
understood and translated without due regard to the specific context in which it is
actualized. The context can specify the words meaning before translating. It is
necessary to identify the contextual meaning the word that should be rendered in
translation. The context excludes the cases of polysemy, partial synonymy,
homonymy specific to any language. The role of the context is essential in
defining the semantic content of a word especially in the translation of specific
texts.
Our article is dedicated to the role of the context in the translation of
terminological attributive groups, being constituted of noun as its nucleus or head
word modified by two-three words either in preposition or in postposition to it.
Keywords: translation, role of context, specification of the meaning,

terminological attributive group, the position of the attributive group
Oral presentations
21
EQUIVALENCE IN TRANSLATING PHRAZEOLOGICAL UNITS FROM
ENGLISH INTO ROMANIAN
Zinaida Cameneva
Free International University of Moldova
Abstract
The aim of the article is to study the linguistic and cultural difficulties
in the translation of the English phraseological units (PU) into Romanian,
equivalence itself and the levels of equivalence in translating of PU being of
major importance. A good knowledge of every language is not possible
without the study of phraseology, its PU. Its PU represent a very important
part of the language , both English and Romanian. It is important to mention
the fact that without PU the languages would be very poor.
PU are not a separate part of the language but they form an essential part of
the general vocabulary of the above-mentioned languages. In studying PU
people are confronted with the problem of their translation It is important to
mention that there are PU which do not have an exact equivalent in
Romanian. Sometimes English PU show a mutual resemblance in translation
but at the same time there are many differences stemming from the historical,
ethnic, geographic and language factors.
The translator must seek the best possible equivalent form because
equivalence is the keyword in translation, being the optimum degree of
approximation between the source and target texts.
Keywords: phraseological unit, equivalence, translation, linguistic and cultural

difficulties, resemblance and divergence in translating
Oral presentations
22
DIGITAL TEXTBOOKS AND STUDENT-CENTERED LEARNING
Ioana Câmpean
Dorina-Cristina Chifor
“Nicolae Bălcescu” Highschool, Cluj-Napoca
Iosif Doru Chifor
“Nicolae Bălcescu” Highschool, Cluj-Napoca
Abstract
Digital textbooks wish to propose a new approach of the development

of the didactic act, both from a cultural and a playful perspective. Student-
centered learning meets educational technology, allowing thus the acceleration
of the entire learning process. Digital textbooks cannot resolve all the
problems encountered in the instruction process, but they breathe new life into
the educational system. Technology is an integral part of our students’ lives
and bringing it into the classrooms and involving it in the process of cognitive
acquisitions offers another perspective of the current education. Obviously, the
implementation of these textbooks attracts positive and negative reactions,
both from the teachers and from the parents. We did not intend to conduct an
exhaustive analysis of this new didactic course, but we tried to make a
radiography of this phenomenon as sincere as possible.
Keywords: student-centered learning, computer-assisted learning, digital

textbooks
Oral presentations
23
CURRENT DIMENSIONS OF THE PRESCHOOL CURRICULUM
Daniela Ciobanu
Grădinița P.P. nr. 7 Deva
Abstract
Preparing children for school and, generally, for life is done

progressively, starting from the first years of their existence and continues more
intensively in kindergartner because only within an organized process can the
level of psychological development be aligned with the ever-increasing school
requirements. In pre-schooling the emphasis in on the development of the
formative dimension of training; this is because the child does not become fit for
school by acquiring a large volume of knowledge, but most of all by acquiring
certain skills, abilities and mental operations necessary to the act of knowing that
favours learning. To this end, the curriculum for preschool education has a
systemic approach ensuring continuity from the perspective of its components:
goals, contents, teaching time and suggestions regarding the teaching and
evaluation strategies for the two age levels (3-5 years and 5-6 years). Moreover,
the present curriculum distinguishes itself by its scope, equilibrium, relevance,
differentiation, progression, continuity, and interdependence between the school
subjects of the 1st and 2nd grade and the types of learning activities from the
preschool education. These considerations represent lines for the analysis of the
current dimensions of the preschool curriculum that we shall analyse and
exemplify in this research.
Keywords: curriculum, goals, curricular contents, teaching and evaluation

strategies
Oral presentations
24
FACTORS THAT DETERMINE SCHOOL SUCCESS
Nicoleta Ramona Ciobanu
University of Oradea
Abstract
It may be thought that school success is directly related to the IQ

intelligence, but this is only partially correct. Although a high level of
intelligence may influence part of school success, it is not the only factor to
consider. There are a mix of circumstances and factors, both intrinsic and
extrinsic, which can affect scores, learning ability and, ultimately, school
success. School success is the result of the concordance between school
curriculum requirements, the ability to assimilate students' knowledge, skills
and abilities, their level of aspiration, and their attitude to work. School
success requires, on the one hand, the acquisition of a fundamental
information system with operational value on the bases of science, some
methods and working techniques, and on the other, the development of
students' skills, intelligence and creativity, practical, applicative spirit
experimental. School success engages the entire personality of the pupils, i.e.
the psychological and biological factors influenced by climate factors, and
here we mention the pedagogical, socio-cultural and stressful factors.
Keywords: school success, factors, skills, creativity, school performance
Oral presentations
25
THE HUMANISTIC MODEL OF EDUCATION IN THE NOVEL
„GARGANTUA AND PANTAGRUEL” BY FRANÇOIS RABELAIS
Olesea Ciobanu
Abstract
Without making the classical model a norm of any possible education,

we intend to provide a presentation of the values belonging to this type of
education and especially of the humanistic ideal of classical model, from the
perspective of its assimilation and perpetuation in the Renaissance period,
based on the famous work of François Rabelais – „Gargantua and Pantagruel”.
For an adequate interpretation of the humanistic education issue reflected in
the work of the illustrious representative of the French Renaissance, it is
necessary to concretize the term „humanism” by referring it to both the
periods of Renaissance and antiquity, obviously, underlining the major role of
the latter in the emergence of a form of education, which has become classical,
and whose essence is humanism.
Once the concept is defined, we will address the subject of classical education
and its humanistic ideal based on François Rabelais' novel „Gargantua and
Pantagruel”, in which the author manages to counter two pedagogical models.
The first, in order of importance, is the classical educational system, which
aims at developing a superior human type, a perfectly free spirit, willing to act
in any particular situation in a refined and intelligent manner; a system that,
encompassing gymnastics, sciences, arts, literature, etc., but also the doings of
past times and works of ancient authors, is capable of creating a complete
human being in the spirit of the human ideal of the Renaissance era, i.e. the
one of homo universalis. The second „system” is actually a caricature of a
system. Without a well-defined program, with no clearly defined finality and
„exalting” superficial and frivolous aspects of life, this educational model
reduces man to his instinctive needs without the latter succeeding in
assimilating his „human way” of „being ” as a living being among others.
Keywords: humanism, humanistic education, classical education

Oral presentations
26
THEORETICAL-METHODOLOGICAL FRAMEWORK IN THEORY AND
PRACTICE OF LAW
Rodica Ciobanu
Abstract
The society of cutting-edge technologies, of accelerated life style, of

nowadays´ social dynamics, etc. requires: 1. A review of classical/traditional
teaching/learning methods, 2. A quick adaptation to today's requirements and
an adjustment of the learning process to the needs of the social practice. In line
with what has been suggested, we consider appropriate to revise the training
standards in each particular area. Going back to the importance of the
theoretical foundations, for a further practical implementation, we opt for a
new scientific paradigm to be identified, which would be able to bring
together successfully the traditional with the present. Particularly, we suggest
that the training and professional growth of a lawyer, in our case, in addition
to a good knowledge of national and international legal regulations, must be
accompanied by the development of a critical thinking, widening the horizon
by knowing the doctrinal bases, as well as the ability to find tools to solve
problems and overcome difficulties, to find out the safe path of transition from
theoretical to practical rationality, and vice versa. Thus, the trajectory could
start with a general-scientific methodology, and then go through a founding
legal methodology and in the end to an applied methodology.
Keywords: philosophy of law, the theory of law, the methodology of law,

social practice
Oral presentations
27
MESOPOTAMIA - ΜΈΣΟΣ ΠΟΤΑΜΌΣ AND THE FLOOD MYTH IN THE
EPIC OF GILGAMESH
Marcela Ciortea
Abstract
The Epic of Gilgamesh, which was discovered in Nineveh in Assyrian

King Assurbanipal's library, is a poem centered on the figure of Ghilgamesh,
the legendary King of Urukk. The latter was supposed to be two-thirds of a
god and a third of a man because he was the son of goddess Ninsun and a
human. In its primitive form, it consisted of about 3600 verses from ancient
poems and ballads rendered in the dialects of the peoples who had reached
Mesopotamia: Sumerians, Akkadiens, Hittites, Hurrites, Elami, Cananians.
The text came to us in half-halved form due to a series of twelve damaged
tablets. The present paper aims to follow in parallel the myth of the Flood of
the Book XI and the myth of the Old Testament Flood, Genesis, VI-IX and the
Greek myth of Deucalion and Pyrha.
Keywords: Ghilgameș, Ninive, the flood myth, The Old Testament,

Deucalion
Oral presentations
28
THE IMPORTANCE OF THE USE OF EDUCATIONAL GAME DURING
MATHEMATICS CLASSES. EXAMPLE OF GOOD PRACTICE
Mihaela-Roxana Cistian
“Tiberiu Popoviciu” Informatics High School, Cluj-Napoca
Abstract
Playing games is a specific activity for preschool children and young

students. It is the centre of their entire existence.
Educational games represent a bridge between the activity dominated by
playing, which characterises the period of child’s life before school, and the
learning activity specific of the school period.
From the point of view of the teaching Mathematics the educational game is
defined as being “the sum of actions and operations which generates besides
relaxation, good mood and joy a clear set of objectives like intellectual and
moral education, technical and physical training of the child” (Magdaș, 2010).
The educational game is a learning method which serves the educational
process, having as starting point the notions acquired by the children at that
particular moment. Both the specialised literature and the teaching practice
have proved that lessons containing educational games were more
entertaining, students’ involvement was active and enthusiastic, also the
acquirement of the new notion was easily done and last but not least
educational games develop a correct style of intellectual work for students.
By constantly using and adjusting the most efficient educational strategies to
the mathematical contents, teachers will inspire students the love for
mathematics, will help them develop their intellect, logic, creativity and
imagination.
Keywords: game, mathematics, teaching strategies
Oral presentations
29
MUSEUM EDUCATION IN THE FORTRESS OF THE GREAT UNIFICATION.
LIBRARY OF THE NATIONAL MUSEUM OF UNIFICATION, ALBA IULIA
Diana Ciugudean
The National Museum of Unification Alba Iulia
Abstract
The paper entitled Museum education in the Fortress of the Great

Unification. The National Museum of Unification, Museikon department
reveals the educational activity carried out within the institution, at the
mentioned department.
Among other things, museum education proposes to open the museum
for all those educable, aiding them to conquer new worlds of values and to
ease for the child discovery of different worlds, distant in time and space.
Teachings, inclusively those passed on at the museum, must be
organized in a manner that suits the concerned target group. This is considered
to be the first condition to succeed in sending the information.
The contemporary museographer is expected to assume an ever
increasing role of museum educator, to be both an interpreter of museal
heritage and successful communicator with reference to different types of
audience.
The category of audience covered by the educational programs are the
children of all ages, characterized by readiness to invest in interest, and by
vision and consistency, our task becomes that of instilling the enthusiasm of
childhood towards the constant interest of mature age, supported by a
thorough museal culture.
Of the extensive program of museum education carried out within the
institution, we (I and Elena Daniela Cucui) will present two on-going projects,
together with their specific activities that were set up in the 2017-2018 school
year.
Keywords: museum education, museum, Alba Iulia
Oral presentations
30
SOCIAL COLLABORATIVE LEARNING ON AN E-LEARNING PLATFORM
Cristina Simina Cojocariu
Liceul Tehnologic „Timotei Cipariu” Blaj
Abstract
The exponential development of social networks, of the gadgets used

in communication lead to new concepts in education such as web 4.0, e-
learning 4.0, collaborative learning and connectivism. Digital generation
students prefer tablets or smartphones, communicate using Facebook or
Twitter, share information through social networks with digital skills
informally obtained since they were very young(4-6 years).
Communication, through any social application, is the chief element to
describe our generation. For us, teachers, the challenge is to promote this skill
of our students in a formal educational environment. This way we can make
learning strategies based on the computer-supported collaborative learning.
Collaborative learning begins in 1990’ and proposes the development of new
programmes and applications wich bring students together and offer creative
activities of intelectual exploration and social interaction. Most often the
CSCL is included in e-learning, meaning the organization of learning process
with the help of computer networks.
The purpose of this research is to define and describe collaborative learning
supported by computer from the perspective of using an e-learning platform
with social-integrated software.
Keywords: collaborative learning, computer-supported collaborative

learning, virtual learning community, social apps
Oral presentations
31
LINGUISTIC AND IDENTITY CONSTRUCTION IN ROMANIAN NEW
SCHOOL CURRICULA
Nicoleta Crînganu
Universitatea „Dunărea de Jos” Galați
Abstract
A school curriculum proposes a graduate profile, not only generally,

but also on a certain subject. In the case of the Romanian language and
literature school curriculum, the profile considers both the complexity of the
discipline in question and the subordination of the whole process of teaching -
learning - evaluation, to the complexity of the subject. The social insertion is
subordinated to the efficient use of the Romanian language, in the context in
which Romanian is language of schooling, language of economic and social
exchanges, but also discipline itself, pendant of identity and human
construction. The present article aims to identify the nature of the construction
that the new primary and secondary school curricula are considering, in the
context in which their modification was made in the light of an educational
need related to the realities of the Romanian post-integration society.
Keywords: curricula, identity, construction, Romanian
Oral presentations
32
MODERN TEACHING - ANSWER TO THE CHALLENGES OF A
SUCCESSFULL CAREER
Laura Cruceat
Colegiul Economic „George Bariţiu” Sibiu
Abstract
The requirements of modern society have made quality scientific

training an imperative for increasing the chances of integration into the labor
market.
The success of the students depends largely on the effectiveness of the
teaching process.
Regarding this matter, in present paper, I chose to introduce some methods by
which the student is involved in several stages of the training process. In
particular, the article describes the interaction between teacher and students,
using a teaching platform, in order to understand the concepts of spreadsheets,
which are used in many branches of the economic field - the profile of the
school where I teach.
Interactive movies help students to manage their time for preparation, because
theacher is there when they want to learn. Application Sheets contain real-life
problems that students can solve individually or in groups. The evaluation is
done either by tests with different types of items, by evaluating the "virtual
tour of the gallery", but also by evaluating the student's progress, made by the
teacher through the platform.
The main goal of this approach is to describe a modality to prepare students in
close connection with the economic environment and its needs.
Keywords: educational process, platform, methods, interaction, career
Oral presentations
33
MUSEUM EDUCATION IN THE FORTRESS OF THE GREAT UNIFICATION.
THE NATIONAL MUSEUM OF UNIFICATION, MUSEIKON DEPARTMENT
Elena Daniela Cucui
The National Museum of Unification Alba Iulia
Abstract
The paper entitled Museum education in the Fortress of the Great

Unification. The National Museum of Unification, Museikon department
reveals the educational activity carried out within the institution, at the
mentioned department.
Museum education identifies and validates some strategies to lead to
maximization of formative skills of the museal area and stimulates educational
interaction between the museum and school, to train specialists but also
categories of audience to valorise the educational potential offered by this
cultural environment.
Among other things, museum education proposes to open the museum
for all those educable, aiding them to conquer new worlds of values and to
ease for the child discovery of different worlds, distant in time and space.
Teachings, inclusively those passed on at the museum, must be
organized in a manner that suits the concerned target group. It is important
that the museum education officer should know the psychological profile of
the visiting audience (training should be done according to age and education
level) to may meet the communication needs. This is considered to be the first
condition to succeed in sending the information.
The category of audience covered by the educational programs are the
children of all ages.
Of the extensive program of museum education carried out within the
institution, we (I and Diana Ciugudean) will present two on-going projects,
together with their specific activities that were set up in the 2017-2018 school
year.
Keywords: museum pedagogy, museum, education, Alba Iulia
Oral presentations
34
ROMANIAN LITERATURE AND LANGUAGE IN MIDDLE SCHOOL – NEW
CURRICULAR PERSPECTIVES
Adina Curta
Abstract
The year 2017 brings changes from the perspective of the teaching of
Romanian literature and language in middle school through a new school
curriculum. In relation to the earlier schedule in 2009, the new curriculum
brings an extra general competence. The curriculum from 2009 proposed four
general, social and civic skills, complemented by values and attitudes. The
new school curriculum changes in structure and accent. Values and attitudes
from the previous curriculum had been relocated and have found expression in
the statements of some specific skills. From three areas of content in 2009 we
reach five in 2017. New curriculum affirms the alignment to European
educational policies expanding reference area towards documents as The
European Literary Framework for middle school (LiFT-2) and the European
Portfolio for Languages. Another change of perspective is found in renaming
components of the discipline Romanian language and literature which
therefore become the linguistic component, the interrelational component, the
aesthetic and cultural component. The new curriculum is more generous at the
chapter dedicated to methodological suggestions. An attentive and thorough
reading of the new school curriculum for the Romanian language and
literature in moddle school is not only a profesional obligation for the ones
guided by its elaboration, but also an indispensable, compulsory condition for
the construction of an efficient didactical approach.
Keywords: the new school curriculum for the Romanian language and
literature, linguistic component, the interrelational component, the aesthetic
and cultural component
Oral presentations
35
SILENCE-THE INTEGRATED PART OF THE PARAVERBAL
COMMUNICATION
Dana Dabu
Școala Gimnazială Berghin
Abstract
In communication, silence and speech are not anonymous; both are

dynamic and important and this verbal comunication is null without their
mutual connection. Silence is not something insignificant, but as a mimic or a
gesture, it embodies an active inscription of language.
In the communication process, no individual can be limited to his or her
speech, because the content of speech is only a dimension of the
communication process, and it can not fully fulfill it. Interruptions of speech,
pauses, speaking or not speaking, silences, also have an essential role. The
speaker stops from time to time to regain his breath or to allow the interlocutor
to answer. Short silences in communication give you a chance to think, check
the interlocutor's understanding of what it is being said or favors a moment of
meditation.
Short breaks in speech can be considered as oral punctuations that emphasize
words or phrases and gives the communication partner the chance to
understand the information that is being exchanged.
Keywords: communication, silence
Oral presentations
36
RESEARCH INSTRUMENTS AND CAPTALIZATION OF THE ZONAL AND
NATIONAL CULTURAL ELEMENTS
Bianca Elena Danciu
Școala Gimnazială Romos, Hunedoara
Școala Gimnazială Certeju de Sus, Hunedoara
Abstract
Through this paper I have decided to present both the theoretical and
practical elements for the study of national and zonal elements of culture. This
paper wants to provide information about the identification of some objects
that are related to the history of the Romanian people. The content presents the
research methods of the folkloric elements and which are the spiritual and
material cultural elements. The paper will approach theoretical aspects
regarding the two methods of folklore research: the direct and indirect method
and the practical study of the „Achim Emilian” museum, a museum that is
located in Almașu Mare, Alba county. The given information can be
structured and can be the starting point for debate, exemplification and
students’ analysis, students from different age categories. For a more proper
organization of the elements related to the material and spiritual culture (such
as: the national costume, traditional dance, customs related to the rural life,
a.s.o), we suggest the development of an optional that can last along the whole
school year.
Keywords: research instruments, zonal culture, national culture, optional
Oral presentations
37
THE EFFECTIVE COLLABORATION BETWEEN PARENTS AND
PRESCHOOL. NEW WAY TO STREAMLINE THE COMMUNICATION
BETWEEN THE TEACHERS AND THE PRESCHOOLER’S FAMILY
Daniela Marta David
Giorgia-Laura Tiutiu
Preschool No. 8 -Long Day Care, Alba Iulia
Abstract
Collaboration between Parents and Preschool Teachers frequently

point out the critical role of the family environment in determining preschool
children success, and it appears that the earlier this influence takes place, the
greater the likelihood of the child’s higher achievement. In order for parents to
get more involved with children education, a better communication must be
established between parents and teachers in preschool. Effective
communication between families and preschools is frequent and bidirectional,
instills a sense of shared purpose, and works toward mutually advantageous
solutions to problems. The aim of this paper is to build an effective
communication system and a solid Partnership between teachers and parents
in the preschool. Therefore, the current work will focus on the collaboration
between teachers and parents, which consists in Partnership which presents the
parties involved with special challenges that must be navigated unto
agreement. Communication which is defined as working level of partnership,
e.g. activity of conveying information through the exchange of ideas, feelings,
intentions, attitudes, expectations, perceptions or commands.
Keywords: communication, teachers, preschool, parents, children,

collaboration, partnership
Oral presentations
38
MODELS OF PSYCHOLOGICAL EVALUATION IN EDUCATIONAL
INSTITUTIONS
Răzvan Diaconu-Popovici
A.I. Cuza, University Iassy.
Abstract
The psychological evaluation made in educational institutions has

become a necessity in order to highlight the candidate's aptitude and
personality in various moments of the school and university evolution of the
younger generation. The study aims to investigate the impact of different types
of psychological evaluation in the national education system for a correct
assessment of each candidate. Highlighting the general and special skills of
the candidates reflects the need to deepen the complexity of the individual
potential. The future of psychological testing is ensured in the conditions of
the constant need to quantify the individual or group potential of any
candidate both at the time of admission and at the graduation of an educational
stage.
Keywords: education, testing, evaluation, appreciation
Oral presentations
39
USING GRAPHIC MODELS IN PUPIL TRAINING
Levente Dimén
Erika Ildikó Dimén
Abstract
Models are reduced representations of objects and phenomena from

nature. It is an approximation of the object or phenomenon, a simplified
analogue that reproduces the original in order to facilitate the discovery of
new properties.
Among many methods commonly used in teaching-learning are the model use
and modeling techniques. Modeling and the model are two notions commonly
used in all areas of accurate and technical science.
Modeling, as a working method and the model as its graphical or material
expression, helps us to establish the various causal correlations, as well as to
know the mechanism, the dynamics and the prognosis of the different
phenomena studied today and in perspective.
The present paper wish to emphasis the utility of graphical models (maps,
explanatory schemes, plans, profiles, diagrams, block-diagrams) in the current
teaching activity.
Keywords: graphic model, pupil training
Oral presentations
40
PHD IN GEONOMICS SCIENCES. BENEFITS OF USING GEOGRAPHIC
INFORMATION SYSTEM APPLICATIONS IN THE DIDACTIC ACTIVITY
Rodion Domenco
Abstract
Geographic Information Systems are widely used in several branches

of science as efficient research tools. GIS incorporation in the educational
system is possible by using data, hardware and software resources. GIS may
integrate different types of maps, data and display them as realistic three-
dimensional images, representing information efficiently for a larger audience
than traditional, bidimensional maps. Technology has a mediation role in a
high-quality education, and is extremely important for facilitating high-quality
studies. Therefore, interactive teaching methods and techniques lead to
knowledge acquisition, and also to the awareness of the importance of
technology user skills for the success of social and professional integration.
Using GIS applications as a component of the computer assisted teaching
requires the reorganization of the educational process, programmes, and
books. It is necessary to choose methods and forms of organizing the didactic
activity focused on an individualized educational process, towards an efficient
learning process and an easier competence acquirement.
Keywords: GIS, education, teaching tool
Oral presentations
41
PRIMARY EDUCATION BETWEEN EFFICIENCY AND PERFORMANCE
Mirabela Elek-Nemeș
Liceul de Informatică “Tiberiu Popoviciu”, Cluj-Napoca
Abstract
”Do not educate children for today's world. This world will no longer
exist when they will grow up. And nothing allows us to know how their world
will be. Then let's learn them how to adapt theirselfs.” (Maria Montessori)
If we ask different people what they think when they hear the word 'school',
they would probably answer: the primary school student <the place where I
feel imprisoned>, the student <the coolest place on the planet>, the old man <
I would also be able to go to school ...> and a teacher would certainly answer
it is where they teach others to be their own teacher, the best and the harshest.
Nicolae Iorga emphasized that the best school is where man first learns to
learn.
In the common consciousness of the school people, the idea is that the major
objective of the Romanian school is not only to teach the pupils to learn, but
also to teach them how to learn.
The school proposes to the students the paths of intellectual training that will
actively involve them in their own training and which will lead them to
exercise their power, behaviors and attitudes of reflection, interrogation,
affirmation, doubt, searching and acquiring new information through their
efforts intellectual property. In this way, emphasis is placed on the student's
intellectual freedom and autonomy, considered as fundamental values of
education.
Keywords: school, primary school student, future life, education
Oral presentations
42
THE APPLICATION OF THE ACHIEVEMENTS OF THE CONTEMPORARY
BIOTECHNOLOGIES IN THE THE ACQUISITION OF KNOWLEDGE AT
THE MASTER STUDIES
Daniela Elenciuc
State University ”Dimitrie Cantemir” (Moldova)
Abstract
Investigation of non-traditional sources of bioactive substances is one

of the current directions of biotechnology development in many countries
worldwide. Cyanobacteria Spirulina platensis is widely explored and used in
recent decades as a source of valuable biologically active substances. An
important direction in biotechnology research is obtaining of spirulina biomass
fortified with important micronutrients. In last decades action of coordination
compounds on the growth and biochemical composition of cyanobacteria and
microalgae has been extensively studied. Two new procedures for biomass
obtaining at cyanobacterium Spirulina platensis cultivation in presence of
some Cr(III) coordination compounds have been elaborated with application
of mathematic methods. The obtained chromium-component products can be
recommended for insulin activity increasing in the cases of diabetes mellitus.
Keywords: industrial biotechnologies, cyanobacteria, biologically active

principles, educational e-learning platform
Oral presentations
STIMULATING STUDENTS' CREATIVITY

43
Lavinia Fleșeriu
Școala Gimnazială Nr.3 Cugir
Abstract
The process of creation (Creation process) cannot be separated from

motivation and attitudes, from the cognitive and lifestyle of the person and, in
general and from the whole personality considered to be a fundamental
dimension of creativity. In the sphere of personality come both intellectual
factors (divergent and convergent thinking, intelligence as general aptitude,
motivation) as well as non-intellectual (temper, traits, special skills, attitudes,
feelings.
1. Intelligence and creativity
A first category of researchers considers creativity to be a sub-assembly of
intelligence. Guilford, which includes intellect structure and divergent
production, is one of five intellectual operations (cognition, memory,
divergent production, convergent production, evaluation).
2. Motivation and creativity
The most widespread theories about the role of motivation in creativity admit
that intrinsic motivation is beneficial for creativity. The study of the
personality has led to the conclusion that they are totally absorbed in their
work and give it to them (Barron, MacKinnon).
3. Aspects of temperament and character
Al. Rosca shows that "each type of temperament has its merits and
shortcomings", one being more suitable for a certain form of creative activity
than another, but "no one incompatible with creativity" (Rosca, Al., 1981). He
feels that the type of temperament gives the creative activity a certain form of
manifestation.
From a more complex perspective, Clark describes the creative personality, as
Carmen-Maria Mecu mentioned in her paper as well.
- He has access to his preconscious and unconscious, "freeing" thoughts,
images, experiences;
- He does not mind being considered "abnormal" or "eccentric”
- Several types of brain activity can be recorded in his brain than in others,
especially during an act of creation.
- Creation process can have an individual character. We can talk about
creative abilities but also about creative personality.
44
Keywords: creativity, stimulation, individual character
Oral presentations
45
EFL LEARNER’S SELF-EFFICACY, METACOGNITIVE AWARENESS AND
THE USE OF LANGUAGE LEARNING STRATEGIES AS MEDIATORS FOR
AUTONOMOUS MOTIVATION
Ioana Maria Floare
Babeș-Bolyai University, Cluj-Napoca
Abstract
Many factors and processes operating in the English as a Foreign
Language classroom affect the academic learning and they can broadly be
classified into two categories: students’ motivation and students’ knowledge and
competences, with motivation being a key element in an individual’s path
towards successful autonomous learning. Taking into consideration the
importance of language learning strategies and metacognitive awareness as
mediators for learning and motivation in studying English, on one hand, and the
positive relation between the use of learning strategies and self-efficacy, on the
other hand, the present study explores the correlation of these variables in order to
enhance motivation for developing the communicative competence in English in
the 9th Grade students from technical high schools and colleges. We will evaluate
the impact of an intervention program based on an operational model for
improving motivation. The sample of subjects includes 61 students with low
levels of motivation and classroom engagement and with difficulties in
controlling cognitive, metacognitive, motivational and affective resources.
Keywords: self-determination theory, autonomous motivation, self-efficacy,

metacognitive awareness, language learning strategies
Oral presentations
46
HIGHSCHOOL STUDENTS’ PERCEPTIONS ABOUT STUDYING ENGLISH
AS A FOREIGN LANGUAGE
Ioana Maria Floare
Abstract
The study tries to investigate and identify students’ perceptions about
the importance of studying English, about the abilities and feelings the
students perceive while studying English, about their learning difficulties. It
also explores the possible characteristics that may guide students towards
better results. To do this, we set to investigate students’ motivation and their
engagement in learning English. We chose to study these two major
dimensions because of their cause-effect relationship. On one hand motivation
is the subjective, individual need that directs students’ actions. On the other
hand, learning engagement is the objective manifestation of the motivational
state of the student. A sample of 430 students from technical high schools and
colleges completed a series of questionnaires assessing various aspects of
motivation (basic needs satisfaction, self-efficacy, goal orientation, task value)
and learning engagement (behavioural, cognitive, metacognitive, affective and
agentic engagement). We also considered anxiety as part of our investigation
as other studies demonstrated it interferes with building knowledge, with
developing abilities and competences. Analyses suggested a strong relation
between self-efficacy, metacognition and task value.
Keywords: self-determination theory, motivation, engagement in learning
Oral presentations
47
SCHOOL RESEARCH PROJECTS AND SPECIFIC COMPETITIONS. A
CASE STUDY
Dumitru Georgescu
„Mihai Viteazul” National College
Abstract
Between school competitions, a particular place is occupied by those

in which research projects are conducted by a student or a team of students.
Participating in this kind of competition requires a rigorous selection and the
overcoming of various obstacles of both mental, logistic nature, etc. This kind
of competition also requires going through some indispensable steps in
researching. In this piece of work we want to present some conclusions
regarding the participation in more editions of the “International Conference
of Young Scientists“.
Keywords: research projects, competitions
Oral presentations
48
CHALLENGES OF EDUCATION OF GIFTED CHILDREN
BASED ON POLISH AND ROMANIAN TEACHERS OPINIONS
Teresa Giza
Holy Cross University, Kielce (Poland)
Abstract
In this article showed results of research about education of gifted

children conducted in selected countries in Mid-East Europe. Its subject was
educational politics changes, educational practices and pedagogical theories
related to teaching and development of gifted children after 1989. It was
analyzed in the context of social, cultural and political changes in this regions.
Assumed that the most important factor of quality of supporting gifted
student’s in public schools is teachers attitude, because they are responsible to
implement changes. In research compared teachers from Poland and Romania
towards two factors: goals of gifted students education and quality of work
with gifted students (competences, teaching methods and effects). Poland and
Romania are part of EU where migration of talents is one of the highest in
Europe. From this point of view education of gifted children is an important
matter not only from didactic perspective, but also social perspective.
Keywords: education of gifted children, educational politics and policies,

teachers, work with gifted children
Oral presentations
TEACHING BUSINESS ENGLISH TROUGH THE INTERACTIVE METHODS

49
Cristina Grama
Colegiul Economic „Transilvania” Tirgu Mures
Abstract
No matter the approach, there is one sole reality regarding man as a

social being, which is the necessity of communicating with the others. In order
to reach this goal, man created a system of sounds to which he added
paralinguistic and meta-linguistic features to better render his ideas. They all
convey a certain meaning according to the speaker’s attitude at that specific
moment. But, the message could be wrongly perceived by the listener/reader
because of various interferences from the environment, the channel, the code
or the listener himself. It is just the feedback that can contribute to better
communication in all its instances.
Therefore, one of the most important aspects of education nowadays is to
concentrate more on the way communication is established between teachers
and students, between students and the school, between students and the
social environment, etc. This is the reason why I consider it important for
me to approach the communicative method of teaching English. It occurred
to me that students should be shown a clear definite way of interaction with
the others according to the communicative situation they may find
themselves in. They find it very hard to adapt their communication means to
the situation mostly because they have become so much used to appealing to
the computer or the SMS as channels of sending the message, which
obviously have their minimalistic interaction between the participants in the
communicative situation. Face-to-face communication has been losing
ground and, along with it, the competence of communication in most of the
everyday instances of their existence.
Consequently, school has become one of the places where young people can
interact with one another and develop their communication competence.
English, as a subject, has the great responsibility of helping students acquire
the mechanisms of efficient communication. Since our students are preparing
for business related activities, it is important for them to learn how to interact
to each other in this field. Beside the general competence of communication in
English, they also need to master the vocabulary and the register of the
business communication so that they can become competitive on the present
labour market. That is why I consider it important for my students to learn the
style of Business English.
50
Considering the above, the perspective of approaching teaching English and
BE is rather modern, laying more emphasis on communication. The students
have to be able to use the English grammar structures correctly as well as
possible and to address the interlocutor in the appropriate register. Targeting
this, I have designed my BE curriculum on the activities that stimulate
creativity, socialization and communication between students. That is why I
have envisaged this paper to offer a perspective on what we do during
Business English classes.
Keywords: Interactive methods, Business English
Oral presentations
51
SOME HISTORICAL MATHEMATICAL TEXTBOOKS-SOURCE OF OUR
EDUCATIONAL TRADITIONS.
Jan Guncaga
Faculty of Education, Comenius University in Bratislava, Slovakia
Abstract
The aim of this contribution is to give an overview about

the mathematics education in Hungary and Slovakia (both parts that
time of the Habsburg´sEmpire) in the first part of XIXth century. Besides
describing the educational historical circumstances, which give a background
to the study of the mathematics teaching, we give some examples about
methods and tasks of this period. With the help of the books of András
Lesnyánszky, Joseph Weinkopf, Franc Mocnik will be given some insight in
the structure and teaching material of the Slovakian and Hungarian
mathematics education. Some described motivational approaches of these
authors complete the study with proposals for the use of teaching historical
facts in the contemporary mathematics teaching.
The teaching of mathematics based on historical mathematical textbooks is
also relevant today because the methodological framework of the curriculum
is based on the models and tasks from the environment of children and their
parents. This textbooks respect the process of gaining knowledge and they use
many suitable separate and generic models. These textbooks can help current
and future teachers of
mathematics. A great number of the materials in these textbooks can be
used within the different strategies of problem solving the modern
e-learning courses and with the use of appropriate educational
software. This can be an incentive for student scientific work of
students of teacher training programmes, as well as for the
professional projects of secondary-school students.
Keywords: mathematics, traditions, Hungary, Slovakia
Oral presentations
52
THE ROLE OF TEACHER-COACH ING STRESS MANAGEMENT IN
SPORTS CLUBS OF CHILDREN AND JUNIORS
Paul Alin Hancăș
Abstract
About stress management Seyle said: „ It is not important what

happens to you; it is important the way you will react”.
Sports Clubs, with the objective of selecting, training and promoting children
and juniors for performance sports, are also not bypassed by tension-inducing
situations. Controlling these stressful situations is a task that is almost
exclusively the responsibility of the head of the sports group and the teacher.
Through his professional and psycho-pedagogical means and knowledge, the
teacher (coach) has the obligation to solve problems of any nature that could
affect the educational process. Failure to solve these situations can easily lead
to absenteeism, abandonment, and consequently lead to regression in sports
performance. Knowing the individual peculiarities of the athletes together
with the teacher's collaboration with the school from which the pupil and his /
her family come from, ensure the elaboration of an action plan through the
teacher can manage the eventual tension-generating situations.
Keywords: stress management, coaching, children
Oral presentations
53
CONTEXTUALIZING OF CLASSICS IN THE ACADEMIC CURRICULA OF
HUMANITARIAN SPECIALTIES
Aurelia Hanganu
Abstract
The presence of classical disciplines in the current academic

curriculum has become a more exclusive phenomenon than ordinal, just as the
humanities themselves struggle to maintain their position in the contemporary
context of higher education. The humanitarian disciplines, increasingly
strained in the curriculum, are in a worse situation abandoning elements to let
others survive, or, happier, to reinterpreting them by integrating them into a
generalized context and somehow modernized. This article aims to develop
the idea of reinterpreting and contextualizing classical disciplines, with
emphasis on Latin language and civilization, showing ways and means by
which this may be possible for the university curriculum of faculties offering
specialization in humanitarian.
Keywords: classical disciplines, humanitarian education, contemporary

context, contextualization
Oral presentations
TEACHING MOTIVATION - A CURRENT PERSPECTIVE

54
Iulia Ramona Herman
Abstract
In the context of a low interest in the Romanian society for the didactic career,
we are concerned about the motivational factors that underlie this professional
option. This study analyzes a series of recent research on this issue of
motivation for the teaching career. Some national and international studies
reflect the perceived importance of the teaching profession but also highlight
the declining social status of this profession. Today, the motivation for the
teaching profession is considered to be a priority of any reform policy not only
at the education level, but also at the social level. Global studies suggest a
number of common factors underlying the motivation for the teaching career,
such as: an inherently prominent motivation that is closely related to the
inherent interest in teaching; contextual social influences related to the impact
of external conditions and constraints; the temporal dimension, with a focus
on lifelong commitment; and demotivating factors from negative influences.
The significance of the research of the motivation of future teachers is also
obvious, as it is an essential factor closely linked to a range of variables in
education such as student motivation, educational reform, teaching practice,
the fulfillment and psychological well-being of teachers.
It is therefore useful for teacher trainers to determine how to attract potential
teachers and how to keep them in the process of teaching.
Keywords: teaching motivation, students motivation, professional options,

career management.
Oral presentations
THE PEDAGOGICAL OBSERVATIVE PRACTICE FOR PRESCHOOL AND

PRIMARY EDUCATION STUDENTS
55
Dana Amalia Jucan
Abstract
Observational practice is a discipline that is part of the mandatory,
core disciplines. During the observational practice, the students conduct
activities of assisting and teaching in kindergartens and schools. Their activity
is coordinated by the teaching practice coordinator, together with the mentor –
the preschool teacher or the primary school teacher. The first stage of the
practice consists of the assimilation by the students of the fundamental
theoretical elements and, also, their familiarization with the primary
instruments necessary to perform the observational practice. Observational
practice aims for the familiarization of the students with the specific of the
didactic activities in kindergartens. The observational practice pursues the
formation and development of practical competencies for didactic design, as
well as the practice and execution of endeavors specific to the teaching –
learning – evaluation processes. Throughout the course of the observational
teaching practice performed in kindergartens, the students will realize direct
observations of the teaching activity, they will analyses and assess the
observed lessons, they will assemble a teaching practice portfolio, and will
undergo an oral examination for this discipline. The present study exhibits the
opinions of students after finishing their observational practice.
Keywords: observational teaching practice, students, direct observations,

observational practice portfolio
Oral presentations
ON THE RELATIONSHIP BETWEEN AIMS AND CONTENT OF

EDUCATION
56
Krzysztof Konarzewski
Abstract
The contemporary Polish school has lost touch with the life of the
country. The paper suggests it is a side effect of breaking off the relationship
between general aims and content of education. While the aims are determined
by politicians, the content is developed independently by scholars, experts in
relevant disciplines of science, who try to insert as much as possible of their
specific knowledge in the Core Curriculum. In order to restore the relationship
the authors of the Core Curriculum should be required to prove that any issue
they bring to the curriculum is necessary to achieve a specific aim, and that all
issues are sufficient to achieve all the aims.
Keywords: relationship between general aims and content of education in

Polish school
Oral presentations
INSTITUTIONAL SYSTEM OF SUPPORT AND ASSISTANCE TO VICTIMS /

PERPETRATORS OF VIOLENCE CARRIED OUT
57
IN THE ŚWIĘTOKRZYSKIE REGION
Renata Kowal
Abstract
Violence is any kind of non-accidental action that undermines the

individual's personal freedom or contributes to physical and psychological
damage to a person that goes beyond the social principals of mutual relations.
This is a very complicated social phenomenon that arouses many emotions,
especially the negative ones.
Domestic violence is currently one of the most important problems affecting
the family environment. It is a social problem present perpetually. Almost
every day begins and ends with a discussion, description or showing another
negative behaviour. Adults are no longer agitated by information about a death
of a 1,5-year-old child battered by their parents: a drunken or emotionally
unstable father; a drunken mother abusing children, a father raping his
daughter for years or a student persecuted by colleagues wanting to commit a
suicide.
For this reason, the subject of the institutional system of support and
assistance to the victim and the perpetrator of these behaviours is of great
importance. And this issue will be discussed in this article.
The purpose of this article is to present and discuss the institutional system of
support and assistance to victims / perpetrators of violence carried out in the
Świętokrzyskie Region. In addition, the results of research related to the
knowledge on this subject among adult residents of Kielce will be presented.
The method used to collect the empirical material was the method of a
diagnostic survey, a questionnaire and document analysis. The tool used was
a questionnaire, which was answered by people living in Kielce and
documents obtained from institutions.
Keywords: domestic violence, assistance institutions, victims of violence,

the perpetrator of violence
Oral presentations
58
PLASTIC ACTIVITIES IN PUPILS WITH INTELLECTUAL DISABILITIES
IN THE PRIMARY CYCLE THROUGH THE PERSPECTIVE OF
CURATIVE PEDAGOGY
Alina Daniela Lehaci
Centrul școlar pentru educație incluzivă „Rudolf Steiner”
Abstract
Curative pedagogy is a pedagogical current that has retained its

identity and enables children with disabilities to open up, develop their own
potential and thinking skills, support their integration into the social
community, help them to live with dignity. Through drawing and painting, the
person with intellectual disabilities, and beyond, expresses his feelings,
feelings, needs, expresses himself and thus discovers his identity.
"Colors influence the soul; they can provoke us feelings, evoke emotions,
ideas that can calm us or kneel us, make us sad or enjoy, "writes Goethe, who
has studied the whole life, especially in terms of soul and spirit.
The children's plastic work is a sincere, authentic, affectionate message that
speaks of the outer and inner world, the way they see, feel and interpret these
worlds and the relationships between them.
The pictorial-artistic inclinations must be cultivated in the teaching of painting
at all levels. This means that watercolor painting techniques, from wet to wet,
should be thoroughly practiced so that they can be fully qualitatively
mastered. The purely artistic relation to color is not covered or deviated by an
image related to representation and thus outer. That's why we start painting
with the children in a way that is very closely related to abstract painting. This
painting "in color" must be concrete to children. The theme is the moral action
of colors on a concrete image of the soul.
People generally experience great joy in color. The eye needs it as it needs
light. The colors we see on different bodies are not entirely strange to the eye.
The same happens in the soul. Experience tells us that each color gives us
some moods.
Keywords: disability, curative pedagogy, the painting, colour.
Oral presentations
59
PSYCHOLOGICAL AND PEDAGOGICAL ASPECTS OF STUDENTS’
STUDYING IN THE PEDAGOGICAL HIGHER EDUCATIONAL INSTITUTION
Marina Lygina
Natalia Stenjukova
Olga Gruzdova
Penza State University (Russia)
Abstract
In the article the psychological and pedagogical aspects of students’

training in a pedagogical university are considered. The attention is drown to
the fact that the discipline of a psychological and pedagogical unit must ensure
the formation of cultural and professional competences. The necessary
positions of students’ choice of the educational route are justified.
Keywords: students’ education, pedagogical higher school, disciplines of the

pedagogical block, pedagogical interaction, educational route, pedagogical
activity, readiness for the pedagogical activity.
Oral presentations
60
SPEECH ACT PRODUCTION – CHALLENGES TO COMMUNICATION IN A
SECOND LANGUAGE
Tamara Matei
Abstract
Speech acts are difficult to perform in a second language because

learners may not know the idiomatic expressions or cultural norms in the
second language or they may transfer their first language rules and
conventions into the second language, assuming that such rules are universal.
Because the natural tendency for language learners is to refer to what they
know to be appropriate in their first language, it is important that these
learners understand exactly what they do in that first language in order to be
able to recognize what is transferable to other languages. Something that
works in one’s mother tongue might not transfer in meaning when translated
into English. Successful production of speech acts depends on certain
sociocultural and sociolinguistic abilities. In order to produce the speech act as
naturally and closely as possible to that produced by native speakers it is
important for learners of English as a foreign language to realize, for example,
that in English it is necessary to use intensifiers when apologising, otherwise it
will not sound adequate when interacting with friends or interlocutors with a
higher status. The teacher’s task will be to provide the necessary explanation
and help students recognise areas of negative transfer where communication
failure may occur.
Keywords: speech act, sociocultural ability, sociolinguistic ability, speech act

set
Oral presentations
61
THE IMAGINE OF WOMAN IN GENDER STEREOTYPES
Eliza Mazur
Abstract
For most people, the fact of being a man or a woman is primarily a matter
of personal experience. It is predominantly gender that determines how we grow
up, lead family life and establish sexual relationships, how we are perceived in
everyday situations and how we perceive ourselves. In the seventies, the
understanding of gender began to take on a new meaning. Based on the results of
many studies, which were conducted at the time, they began to emphasize the
importance of cultural factors in shaping gender roles. In order to emphasize this
relationship between cultural determinants and the social dimension of
functioning in gender roles, a new concept – “gender” has been used more and
more often, and it has been still controversial to this day.
The aim of the article is to show the image of a woman and a man on the example
of gender stereotypes. The functioning of gender stereotypes is noticeable in
almost all areas of life, also at the general social level. They exist in the media, in
health policy, employment and advertising. Gender stereotypes are very limiting.
From the whole range of life options, they take into account very narrow life
scenarios for both women and men. Women are offered self-fulfilment by
playing the role of mother and wife. Gender stereotyping manifests itself on
various levels of social life, including our everyday language, which abounds in
proverbs and sayings, reflecting social expectations towards women.
Keywords: gender, gender stereotypes, cultural differences, the image of a

woman, the image of a man
Oral presentations
62
CONCEPTS OF THE ACQUISITION OF SKILLS IN COGNITIVE
PSYCHOLOGY VERSUS THEORIES AND PRACTICE OF TEACHING
MOTOR ACTIVITIES
Edward Mleczko
Abstract
Introduction. Reflection is rare: what is the source of acquiring movement

skills in sport or in physical education? In practice, the pattern of methodical
behavior is used, the genesis of which is not in the focus of teachers or coaches.
Their attention is focused on the (often ineffective) prevailing paradigm (method)
of repeating specific exercises aimed at creating or improving the movement
habit. In fact, this is the issue of the formation of memory.
Aim of the study: The study will address the problem of relationships between the
concepts of teaching movement (motor) activities in sports and physical
education and contemporary views of cognitive psychology on the problem of
acquiring skills.
Research issues: 1. What is the real and desirable relationship between
contemporary concepts of acquiring skills in cognitive psychology and models of
teaching movement activities in sport and physical education? 2. To what extent
is the phenomenon of consolidation of procedural knowledge during sleep and
during breaks between exercises taken into account in the models of teaching
movement in sport and in physical education? 3. What is the evidence of the
impact of the acquisition of motor skills (procedural memory) on the
strengthening of cognitive abilities (declarative memory).
Methods: Literature analysis and meta-analyzes in the field of: human motor
behaviour theory, theory of movement teaching in Poland and the concept of
acquiring skills in contemporary orientations of cognitive psychology.
Results: Based on the results of the analysis of models of acquisition of motor
skills and the methods of their acquisition (reported in the literature at the turn of
the century), a strong focus towards older directions of psychology, such as
behaviourism, associative psychology and cyber psychology is revealed. There
are no clear relationships between the methods used to acquire motor skills in
human motor behaviour theory (in kinesiology) and their hypothetical concepts in
cognitive psychology. Most often, there is an attempt to combine distant
psychological concepts in accordance with the author's original visions of their
creators, which largely resembles eclecticism in art. The attempts to falsify the
63
models are rare. This leads to the lack of communication of theory by practice. It
is necessary (eg. in Poland) in the practice of sports training and physical
education to try to adapt pedagogical methods of controlling declarative
knowledge or creating original concepts of acquiring physical habits (procedural
knowledge). In addition, both the Polish and foreign models of acquisition of
movement skills do not take into account the phenomenon of their consolidation
during the break between exercises and sleep, described in thousands of separate
publications. There is little evidence of mental enhancement by acquiring
procedural knowledge.
Conclusion: It would be necessary to undertake research aimed at using in
practice: 1. theoretical models of acquiring procedural knowledge (mastery of
motor habits) using verified models in cognitive psychology, 2. research
achievements on their consolidation of procedural knowledge during the breaks
between exercises and during sleep, 3. brain tuning, among others through
various forms of physical activity.
Some of the problems reported have already been taken up by the Cracow School
of Human Motor Behaviour (anthropomotorics/ kinesiology), which also includes
scientists of the Holy Cross University in Kielce, Poland.
Keywords: teaching of movement skills, sport, physical education, models,
cognitive psychology, theory of human motor behaviour
Oral presentations
64
ART, MEMORY AND LEARNING IN PRIMARY SCHOOL
Loredana Muntean
Adina Vesa
Abstract
It is a well-known fact that art is the result of freedom of speech and

creativity of the human self. This is also related to an active participation of
cognition and memory. When learning is connected to emotion, affect, cognition,
a well state of being, it becomes efficient, and also attractive, interesting and
motivating.
This study presents some methods, techniques and good practices specific to arts
for developing and using memory in a natural way in primary school. We
consider that memory is one of the basic elements of learning in primary school
so that it needs to be used in diverse contexts in order to develop its qualities to
its full extend.
The article is structured in three parts: introduction, argumentation, and
conclusions. The introduction presents some aspects of the digitalized and highly
mass media influencing world that our students live in. The second part of the
study synthetizes the most recent ideas in regards with memory and learning
process in primary school in connection to the challenges of the contemporary
world.
The third part presents some practical applications, with methods and techniques
inspired by arts. When used appropriately, these improve memory and are the
basis for an efficient learning.
Keywords: art, memory, learning, primary school
Oral presentations
65
THE ROLE OF GAME PLAYING IN THE DEVELOPEMENT OF THE YOUNG
STUDENTS’ CREATIVITY
Felicia Ana Munteanu
Școala Gimnazială „Axente Sever” Aiud
Abstract
This work presents a few theoretical aspects referring to creativity and

the factors of which depend its developement. At the same time, there are also
described a few didactical games, used during the Romanian Language
classes, the purpose being to stimulate the creative imagination of the little
students.
Keywords: creativity, imagination, games
Oral presentations
66
THE MORNING MEETING - A KEY ELEMENT FOR AN OPTIMAL
CONNECTION TO LEARNING SITUATIONS
Liliana Mursa
Școala Gimnazială „Avram Iancu” Abrud
Marcel-Ioan Stan
Liceul ,, Horea, Cloșca și Crișan” Abrud
Abstract
The transition from the pre-school to the school period is conceived as a

bridge between shores and therefore one requires a safe, easy-crossing bridge, so
that everyone involved does not have any fear of entering and successfully
completing these important stages of life, which will mark their further
development and training.
The pre-school curriculum transmits the "morning meeting" moment by drawing
attention to the importance of capitalizing on it as time and space and it is also
taken up in the curriculum of primary education from 2012 onwards.
This moment in the teaching activity, called "the morning meeting", is done at the
beginning of the day and it is the moment of bringing at the same level that offers
all the children the opportunity to connect optimally to the group, space, and
planned activities for a certain day.
The morning meeting is a special moment for children and teacher alike, being
devoted to both the development of the learning community and the celebrating
of each person's individuality. It prepares formal learning activities by promoting
communication and respect among each child.
An important element in the structure of this moment is the management of the
group / class space or, in other words, the way we structure and make visible the
morning meeting.
It is up to everyone's creativity to give the children an optimal framework to
connect to the proposed learning activities throughout the day.
Keywords: morning meeting, learning situations
Oral presentations
67
CHALLENGES AND PERSPECTIVES ON THE EFFICIENT USE OF
COMPUTERS IN THE ROMANIAN PRE- UNIVERSITY EDUCATION
Dorin Opriş
Abstract
Challenges and perspectives on the efficient use of computers in the

Romanian pre- university education. The use of new technologies in school is a
constant concern for the school institution, due to the need for the formation of
the new generations in the context of the era and in the prospective key. The
attention of educators is focused not only on the desire for education to support
the best possible assimilation of the future adults in the social structures but also
the need to anticipate or make possible the overall progress of the society. The
generalization of the computer use in all areas of activity forces the school to
identify ways to prepare students to successfully meet the challenges of life in the
society of knowledge. In the pedagogical domain it is already known that "a large
number of pupils that are in the 7th grade now will be active in the areas or the
occupations that do not yet exist". In this context, we address a number of
essential aspects regarding the present and the future of the educational relations
of the computer with the components of the didactic process.
Keywords: ITC, education, teaching process, social progress.
Oral presentations
68
USING ACTIVATING TEACHING METHODS IN SHAPING KEY
COMPETENCES
Katarzyna Palka
Abstract
The current students’ skills are often insufficient and unsuitable for the
needs of the labor market. Constant economic and social transformations result in
an increase in employers' expectations, which causes the need for employees to
have key competences. Knowledge-based economy requires constant
improvement of the single person’s competencies. Nowadays the theoretical
knowledge gained in the education process becomes insufficient. Using the
knowledge in practice to solve problems, communication skills, cooperation,
group work and flexible functioning in the labor market become much more
important. The main task of activating methods is to put the student in such a
situation that he feels the need to take independent actions. The use of activating
methods in the didactic process favors independent thinking and acting as well as
shaping a positive motivation to learn.
The aim of this publication is to present examples of the use of activating
methods in the didactic process. The methods help students acquire knowledge
and skills as well as shape key competences which makes it easier for young
people to find their place not only in the labor market but also in life.
Keywords: activating teaching methods, key competences
Oral presentations
69
DIFFERENTIATION AND INDIVIDUALIZATION OF THE EDUCATIONAL
PROCESS FROM THE PSYCHOPEDAGOGICAL PERSPECTIVE
Daniela Pascaru
Gabriela Saganean
Abstract
Acknowledging that students learn at different speeds and that they

differ widely in their ability to think or understand complex facts leads to the
idea that an individualistic approach should be adressesed in the classroom
and the teachers’ task should create a user-friendly environment, one in which
they flexibly adapt pacing, methods, approaches to learning, and channels for
dealing with teaching-learning in response to their students' different needs.
Differentiation of studies involves a complex process that extends over all
aspects of didactic activity: the structure of the educational system, the
establishment of pedagogical objectives and the determination of the content
of education, the forms of organization of activity, the means of education,
etc. Differentiation, therefore, has a broader, more comprehensive sphere than
individualization.
The development of a didactic strategy oriented towards differentiation and
individualization, starts from understanding the student’s needs.
Understanding the student's individuality through the learning process is a
current action that can be accomplished successfully despite the complexity it
expresses. Individual treatment means directing information or message based
on the personality trait in order to achieve a better effect. More significant are
those related to intelligence and skills, character traits, interests and
aspirations, attitudes. Individual treatment is not possible without the
knowledge of this set of features integrated into the whole of the student’s
personality.
Keywords: differentiation, individualization, educational process,

intelligence, anxiety
Oral presentations
70
LANDMARKS IN FUTURE TEACHERS TRAINING FROM THE
PERSPECTIVE OF EDUCATIONAL COUNSELING
Lorena Peculea
Abstract
Contemporary society as a whole, particularly educational institutions,

are currently facing a multitude of problems specific to education. Therefore,
in order to deal with these complex problems, teachers must be prepared
through steps of initial and continuing training, designed and realized in
relation to the requirements of socio-educational reality and its dynamics. In
this context, it becomes necessary to develop for the future teachers the skills
of effective relationship, communication, counseling etc., in order to
significantly support personal development of children and youth. The
“Counseling and Guidance” study discipline is one of the key ways in which
the school must follow its main goal: the formative process student-centered,
able to value different kinds of students and abilities, to meet community
needs and to infuse society with competent people for private, professional
and public life. Initial and continuous teacher training can be achieved through
a curriculum that develops certain skills related to: communication between
preschoolers/schoolchildren and teachers, group/classroom management,
curriculum management, decision-making processes, methodological
resources of modern training and self-training, crisis management and conflict
management, time management etc. At the level of initial training, we notice
the evolutions in the field of the debut and the access to the teaching
profession, opening to the idea of lifelong learning - permanent training,
centering on the university and even post-university level of training, defining
the professional profile by reference to standards and competencies, opening
and flexibility of the curriculum, interactive training strategies, alternative
assessment, complex certification and academic mobility.
Keywords: training of future teachers; educational counseling; the ”Counseling

and Guidance” study discipline
Oral presentations
71
INTEGRATED ACTIVITIES IN PRESCHOOL EDUCATION
Daniela Maria Petaca
Inspectoratul Școlar Județean Alba
Abstract
Integrated activity can be defined as a coherent, global approach in which

the boundaries between curricular areas disappear, the work being carried out
after a well-established scenario in order to investigate a theme. Integration is
done by intermingling in a well-defined scenario the contents of the curricular
areas involved. Obviously, the proposed content has a common subject to be
investigated and elucidated as a result of the content and the achievement of the
proposed objectives.
Integrated activities can be tools that contribute to the global formation and
development of children's personality. In designing integrated activities, the
educator organizes learning as a director, a moderator, helping children
understand, accept and express personal opinions, emotions, feelings, and be
partners in learning. By carrying out integrated activities, the child has the
opportunity to express personal opinions, to cooperate with others in developing
new ideas, solving tasks, arguing, becoming more active and gaining more self-
confidence.
The integrated approach is therefore a blend of content in an attractive, flexible,
mobilizing form that drives the child's work to investigate, document, research,
and practise the lessons learned. The whole program is done through the game,
but not a casual game, but an organized game in which the child has the
opportunity to explore different environments and perform tasks either
individually or in small groups. The role of the educator is to organize the work in
such a way as to provide children with a wide range of options that allow the
achievement of the ones proposed at the beginning of the program.
The child is not only the future member of the society whose values will be
discovered over the years, it is a social value that must be discovered and
processed so that its individual characteristics and belonging to a certain socio-
cultural environment are respected. The child is the bearer of particularities that
make him respond in a different way to the demands of the environment. The
Society, through all its representatives, is responsible for grinding these
particularities to give them the most valuable form of return to society.
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In conclusion, we can say that working through integrated activities must take
into account the teacher's ability to choose and achieve a "binder" of objectives
that will lead to a pleasant activity for the child.
Keywords: integrated activities, preschool education
Oral presentations
73
THE RELATIONSHIP BETWEEN THE CHILD`S DEVELOPMENT NEEDS,
FIELDS OF DEVELOPMENT AND THE PRESCHOOLER`S DEVELOPMENT
WITHIN THE CONTEXT OF EARLY EDUCATION CURRICULUM
Ramona Ștefana Petrovan
Abstract
According to the Association for the Young Children (NAYEC), early

education is defined as „services addressed to children from birth to the age of 7/8
within different types of programmes (normal, long, etc.) in nurseries, at home,
in kindergartens, primary schools and within recreational programs”. Our
research aims at undertaking a correlation between the child`s development
needs, fields of development and preschooler`s evaluation so as to acquire the
competences necessary for their integration into school.
The general objectives of the early education:
- the child`s whole and full development, valuing the child`s physical and
psychological potential, respecting the child`s rythm of development, their
emotional needs and the specific features of the child`s main activity- playing;
- the development of the capacity to interact with other children, with adults and
with the environment in order to acquire knowledge, skills, behaviour.
Encouraging exploration, exercise, attempts and experiments, as autonomous
learning experience.
- discovering the child`s identity, autonomy and developing a positive self-image;
- supporting the child in acquiring knowledge, capacities, skills and behaviour
necessary for school and long life integration.
Keywords: early education, development needs, fields of develoment,

preschooler`s evaluation
Oral presentations
74
TEACHERS' PERCEPTION OF INTEGRATING CHILDREN WITH ADHD
INTO PRIMARY SCHOOL AND KINDERGARTEN
Andra Perțe
University of Oradea
Abstract
In our many interactions with kindergarten and primary school teachers,

we noticed a certain amount of reluctance when it comes to children with ADHD
and their integration in mainstream classrooms. Thus, in this study we wanted to
investigate the teachers’ attitude toward integration and inclusion regarding
children with ADHD and to identify the main difficulties that teachers encounter
when working with these children.
Keywords: ADHD, integration, perception, primary school,

kindergarten
Oral presentations
75
STUDENT-CENTRED TEACHING METHODS IN WORKING WITH „THE
ECONOMIC CONTRACTS”. APPLICATION ON „THE INDIVIDUAL WORK
CONTRACT”
Adriana Pistanila
Colegiul Economic „Transilvania” Tirgu Mures
Abstract
The instructive-educational process taking place within school, the

education, in general, plays a very important role under the present day
changes in the field of economics, society, culture and legislation of the
century we are living in. To reach an economic growth, a productivity growth
in Romania, investing in education and initial formation is essential. To face
the present and the future challenges in the economic environment, there is a
strong need for creative and innovative young people, for a flexible, well-
trained and mobile work force owning those competence and skills required
by the labour market. The entrepreneurial and economic competence require
the usage of the active teaching methods to help the students practice their
creativity and innovation spirit, to help them develop their competence and
abilities through the real and practical learning experiences.
Today, mostly with the technological and vocational training, the emphasis
falls upon the development of students’ practical skills to be able to easily
adapt to the working environment after graduation. A very important aspect is
that of repositioning the school system so that the student could respond all the
challenges from the real professional life successfully.
The present paper, Strategii didactice centrate pe elev in contextul predarii
disciplinei „Contracte economice” Aplicații pe tema ”Contracte individuale de
muncă” (Student-centred Teaching Methods in Working with „The Economic
Contracts”. Application on „The Individual Work Contract”) aims at pointing
out the importance of choosing the efficient teaching methods, especially the
active- participative ones, student-oriented, the importance of using the
modern means of working with the students to develop the practical skills and
competence among students.
The modern concept of ”firma de exercițiu” (the training firm) is based on
creating a learning environment to simulate/ recreate the activities that accur
within a real company, with a great emphasis upon the development the
76
students’ economic and entrepreneur competence to facilitate their transition
from the school environment to the real, professional labour market.
This paper emphasises the importance of creating and using the modern
teaching methods, using the objective evaluation instruments during the
instructive-educational process so that the student could reach performance.
The latter demands the development of the practical competence and skills,
team work, leadership, decison making and assuming, critical and creativer
reasoning, transferring the theoretical knowledge into practical situations,
problem solving, perseverance.
Keywords: interactive methods, work contracts, the training firm
Oral presentations
77
CLASSROOM CLIMATE IN PRIMARY SCHOOL BY GENDER AND CLASS
Carmen Popa
Laura Bochiș
Abstract
The study is designed to highlight aspects of classroom climate in

primary school pupils. The working tool used is the Class Climate
Questionnaire, adapted to Popa (2010). The questionnaire includes 48 items
grouped in 5 subscales: personal and learning support from teacher, personal
and learning support from peer, cooperation, competition, extrinsic
motivation, individual learning. The results obtained on 141 elementary school
pupils in the urban environment from educational institutions in Oradea are
presented in terms of the differences between the averages obtained according
to the gender and class. According to the results, the girls get higher averages
in the personal and learning support by teacher and cooperation, and the boys
in the subscales on competition, extrinsic motivation and individual learning.
No statistically significant differences were obtained depending on the class
variable. The findings of the research contain some practical milestones and
strategies for increasing the level of cooperation in student classes.
Keywords: classroom climate, pupils, primary school
Oral presentations
78
EMOTIONAL INTELLIGENCE- ESSENTIAL ROLE IN FORMATION AND
DEVELOPMENT PERSONALITY OF PRIMARY SCHOOL CILDREN’S
Crina Dumitrița Popa
Abstract
The present articl aims the investigation and the emphasis on the
importance of emotional intelligence in formation and development
personality of children’s primary school, since most tender age: self esteem
acquisition, self-control development, the formation of a strong character, the
crystallization of a console personality.
Childrens are sender emotions who arouse strong reactions at the interaction
level with another children or adults. So, self-control learning become an
important wish and intense examined. Their emotional expressiveness are
identified with self-image, wich must be temporary contoured at a realist and
optimal level.
Emotional intelligence is very important aim initial and continuous training,
what with children and adults. This contribute by social intelligence at the
personal development, through the abilities and aptitudes exploitation in a
view of the procurement of the personal maximized efficacy. The personal
efficacy is represented by elation, belief grade in owne’s wings, perseverance,
success’s hope, ranches asserances in personal capacities.
We are purpose to identify the development grade of the emotional
intelligence at the children to nine and ten years old, which attend the
indispensable education, the primary school, respectively the third and fourth
class, through the application of a test by Daniel Goleman, in 1995 year.
Keywords: emotional intelligence, development, personality, console

personality
Oral presentations
79
THE INTERDISCIPLINARY APPROACH OF THE DIDACTIC APPROACH
IN THE CURRICULAR AREA LANGUAGE AND COMMUNICATION
Zinaida Popa
Centrul de Excelență în Economie și Finanțe - Chișinău, Republica Moldova
Abstract
The main purpose of the school is to train pupils with a

communication culture to facilitate the transfer from communication to school
to communication in society. The didactic approach should aim to develop the
pupils' communication skills through language acts, as well as specific reading
/ reception skills / producing a message, expressing and participating in a
dialogue with the text. When I say dialogue with the text, I am not referring
only to the literary-artistic text, but to any text in any school manual. Lectoral
competence presupposes, primarily, the ability, the ability of the student to
understand the essence of the text, to communicate with him / her. It matters a
lot, in this sense, and selection of the text from the list recommended in the
National Curriculum. The artistic text, through which the student is formed as
a personality, must promote national values, general-human values.
Success in the development of reading competence through the didactic prism
of the concept of interdisciplinary is only possible if the student can
interdisciplinary link the information provided by the literary-artistic text.
Subsequently, these skills will help to train the student as a person able to
orient themselves in life through effective communication in different
situations, able to express their attitude to ethical and aesthetic values,
prepared to acquire independently their knowledge and skills required - a
personality with a set of knowledge, attitudes and communication skills
formed during schooling.
Disciplines do not give us the full picture of things if we look at them in
isolation. Within the Romanian language and literature classes, it is important
to achieve the key competency of communication, which is also natural,
because only having a vocabulary appropriate to the communication
parameters at any school discipline, having elementary communication skills,
the pupil could acquire certain information, or the achievement of other
competences, both key competences and those specific to any discipline,
would not be possible. In this respect, it should be noted that this competence,
like other key competences, to an equal extent, is also achieved within the
80
hours of history, mathematics, geography, etc. But this path from the literary-
artistic text to the perfection of communication competence inevitably passes
through reading. Only by reading the heart text, the poet Anatol Codru, the
student will be able to receive and transmit the information provided by any
text, regardless of discipline. Lectoral competence, developed through
Romanian language and literature classes, as a school discipline, is equally
necessary in acquiring information at any other discipline.
Keywords: didactic approach, lecture competence, interdisciplinary concept,

ethical and aesthetic values.
Oral presentations
81
FROM PHONEME TO MORPHEME. THE ROMANIAN FINAL -U
Diana Maria Roman
Institutul de Lingvistică şi Istorie Literară “Sextil Puşcariu” Cluj-Napoca
Abstract
This paper is an applied study of contemporary Romanian language,

synchronous only approach, covering more specific subjects in a natural way:
phonetics, phonology and morphology, and is suitable for teaching in higher
education environments. Our research, as some other models have already
started, deal with the Romanian language –u ending -beginning as a phoneme
and developing under the form of a morpheme for flexible parts of speech.
The perimeter of the proposed work covers the following directions: first, in
terms of phonetic, phonological, dealing with the analysis of the opposition
between vowel vs semivowel, and an inventory of correspondent allophones;
additionally, from a morphologic point of view, we are interested in the
analysis of the -u ending when it becomes a top phoneme expression unit,
having not only expression, but also content that is considered as the
morpheme. With this new status, the –u ending can occur in Romanian
language as a unit and / or flective subunit, and thus it represents the
expression of grammatical categories. Moreover, there are the following
situations where -u must be considered either allomorphic of radical or be
interpreted as two aspects simultaneously: in relation to derivative affix and
suffix and by reporting to the desinence type flective.
Keywords: phoneme, allophone, morpheme, vowel, semivowel
Oral presentations
82
CONSIDERATIONS REGARDING THE USE OF HYPHEN IN THE
ROMANIAN NOUN CLASS
Diana Maria Roman
Institutul de Lingvistică şi Istorie Literară “Sextil Puşcariu” Cluj-Napoca
Abstract
Of all the signs of the Romanian language spelling, hyphens, also

called line / hyphen / dash is the spelling sign with most functions, which can
cause problems in teaching and using. Generally speaking, we can say that this
sign spelling varies, depending on the situation between a permanent and one
more accidentally used, between words, within a word or an abbreviation,
besides certain grammatical elements, links or separates. Things get even
more complicated given that, in certain contexts, the same dash may receive
more than one function, for example, quality marking compound and
producing phonetic occurrences. In this paper, we aim to customize using the
hyphen in relation to the great class of Romanian noun that seems the most
"available" morphological value of Romanian language when using this sign
in writing.
Keywords: spelling, spelling sign, hyphen, elision, noun
Oral presentations
MANAGEMENT OF DISCIPLINE PROBLEMS IN THE LEARNING CLASS

83
Andra Lucia Savu
Școala primară Băgău
Abstract
Classroom management includes three essential components: Content

Management, Discipline Management, and Interpersonal Relationship
Management. Research shows that the high incidence of disciplinary problems
in class has a significant impact on the efficiency of teaching and learning.
Thus, it has been shown that teachers facing such problems can not plan
adequate educational activities. They also tend to neglect the variety of ways
of organizing content, and rarely require students to discuss and evaluate
learning materials. In addition, the comprehension of the topics studied is not
monitored with consistency.
It has been demonstrated that consistent management and organizational skills
reduce the number of disciplinary problems. Effective management of
disciplinary issues also involves controlling the teaching staff on the
consequences of the didactic approach. The components of a disciplinary
management plan are: rewarding responsible behavior, correcting
irresponsible and inappropriate behavior, ignorance, consistent control, mild
verbal retaliation, delay, preferential settlement in banks, time gained, lost
time, parent / supervisor announcement, establishing appropriate out-of-class
behaviors and rewarding measures. All of these examples can be identified in
the effective teaching examples.
Quality schools are defined by the effectiveness of teachers and student
outcomes in the context of strong interpersonal relationships. In this respect,
teacher-student relationships are essential to ensure a positive school climate.
School discipline issues can be solved either individually (teacher-student
meetings) or in group (group meetings). If mutual trust is stronger, students
will become responsible individuals.
Keywords: classroom, problems, discipline, school, relationships
Oral presentations
84
INTRODUCTIVE NOTIONS IN THE MANAGEMENT OF EDUCATIONAL
PROJECTS
Ioan Scheau
Abstract
The present paper presents a series of introductive notions in

management of educational projects and its fundamental steps: Informing,
dissemination, thinking out the project idea, project writing, implementing the
project, starting from the idea that the project is implemented in an
organization, in a defined period of time, using certain resources, to achieve
some proposed objectives, with involvement of a team to work it out, if
possible with an unique, new and innovating result.
Keywords: management, project, project management, writing,

implementing
Oral presentations
85
THE ART OF DIDACTICS IN WALDORF PEDAGOGY
Maria-Teodora Simion
Scoala Gimnazială Ciugud
Abstract
In 1919, Rudolf Steiner founded in Stuttgart the first Waldorf school,

having a programme based on antroposophical view of education. The school
was named after the factory of cigarettes Waldorf-Astoria, where Emile Molt,
Rudolf Steiner's friend, was managing director.
To prepare the foundation of the school and then for training the teachers from
Waldorf school, which Rudolf Steiner directed from foundation till his death
in 1925, he lectured 21 sets of conferences in which he presented teaching
from the antroposophical point of view. Some of these conferences were
lectured for teachers from other countries, such as Great Britain, Switzerland,
Netherlands, as Waldorf schools spread very quickly.
In 1905-1906 Rudolf Steiner lectured his first conferences about the new
pedagogical approach in which he presented the knowledge of child's being as
the curriculum suitable for the modern times. The teachers must analyse the
complexity of human being. Education deals with different accounts in which
the components of human being is at different age groups. Thus, according to
Rudolf Steiner, education is a continual, but differentiated process, made by
adults whose relationships with pupils change according to their age.
In his sets of conferences, Rudolf Steiner presented the educational processes
related to thinking, feeling and human willing. Also, he highlighted that
teaching and learning should be effectuated according to functional rhythmic
processes from different components of human being and thus becomes
important the knowledge of the relationship between learning and
forgetfulness, sleepless and sleep, students' type of temperaments and a moral
way of teaching. In this sense, Rudolf Steiner referred to the character of art
when talking about teaching and learning, to accomplish what Waldorf
pedagogy wanted to offer to pupils: development for self-support, freedom,
and development of personal talents and competences for each person.
Keywords: Rudolf Steiner, Waldorf, education, rhythm

Oral presentations
86
POLITICAL BIOETHICS AS A PERSPECTIVE OF DISCIPLINARY AND
METHODOLOGICAL EXTENSION OF THE FIELD OF GLOBAL BIOETHICS
Serghei Sprincean
The Institute of Legal and Political Research of Academy of Sciences of
Moldova
Abstract
The discipline of Bioethics, founded more than 40 years ago by

American biologist Van Rensselaer Potter as an appropriate set of theoretical
and practical methods and tools to counter the global problems, becomes more
actual than never, as an element which catalyzes and generates macro-
systemic social, economic and political changes and permutations, in the
conditions of aggravation of global multiaspectual crisis. Global bioethics of
Van Rensselaer Potter, actually, deals with the correlation and adaptation of
social mentality, of social moral and value systems to most fundamental needs
of contemporary human civilization as the necessity to survive in sustainable
conditions, by overcoming global menaces and to assure global security for a
better future of the offspring of contemporary humankind.
In the article will be analyzed a new phenomenon in the frame of bioethical
discipline – political bioethics, in conditions of promotion of the perspective
of disciplinary and methodological extension of the field of global bioethics.
Here will be proposed a range of new principles and imperatives which are
characteristic especially for political bioethics. It will be mentioned that
political bioethics is conceptualized for now as a theoretical construction
grounded on assuring and promotion of the human security and of human
development through promotion and enhancing of the human fundamental
rights. Actually, the discipline of global bioethics is changing into a new
ideology, into a new life style, or into a set of political strategies for promotion
of health wisdom. In the same time, political bioethics is concentrated on the
political implications and on the political power contexts for a better
development and efficient promotion of bioethical knowledge.
Keywords: bioethics, politics, global crises, humankind, human security,

human rights
Oral presentations
87
THE IMPORTANCE OF THE CONCEPTION OF HUMAN SECURITY FOR A
SUSTAINABLE DEVELOPMENT OF SOCIETY
Serghei Sprincean
The Institute of Legal and Political Research of Academy of Sciences of
Moldova
Abstract
Education in the security studies’ field has a fulminant development in

post-Cold War period. This was due to the fact that, in the last decades, non-
military dimension of security became more important than the military one.
The most important reason of this shift is analyzed in the contemporary
security studies in tight connection with the evolution of new perspectives in
international relations. Together with the end of Cold War, the military
menaces have diminished, being replaced by new risks, menaces and dangers
of political, economic, social or environmental nature. In the same time, there
are several determinant constant characteristics of the period of post-Cold War
such as: the need of democratization and development, not only in the past
communist countries but in all developing countries in the world.
Human security as a new concept, from the perspective of defining of its basic
components: liberty of necessities and liberty of fear, strongly supports the
fulfilling of the most important social and political objectives and purposes of
sustainable development conception. The liberty of necessities become an
achievable goal. In this context, the specific needs of human being
(physiological, spiritual and social or political) will not impede anymore his
personal progress as a source of insecurity, impoverishment and pauperization.
The freedom of fear is, moreover, a psycho-emotional state of the human
being, allowing him to be exempted of worry and dread of future as a natural
outcome of implementation of sustainable and rational, equitable and
participative policies and strategies.
Keywords: human security, sustainable development, society, global crisis,

education
Oral presentations
88
EMOTIONAL INTELLIGENCE AT PRIMARY SCHOOL CHILDREN.
APPLICATIONS
Laura Valeria Stănilă
Școala Gimnazială Nr. 2 Sebeș
Abstract
Mayer and Salovey propose four dimensions of emotional

intelligence:
Identifying emotions is the ability of recognizing one’s own and others’
emotional states through specific facial expressions and making connections
with certain events.
Reasoning with emotions is the ability to experience emotions as a product of
events, information and utilizing the emotions to ease reasoning.
Understanding emotions is the ability to unravel the significance of emotions
observed in others, is the ability to understand complex emotional states, their
alteration and evolution.
Managing emotions is the ability to regulate and manage emotional states
towards self and others. (Ioana Todor, Psihologie generală (2013), p.148)
Ana Muntean, in the book ”Psihologia dezvoltării umane” (2009), at the page
191, claims that emotions develop between two poles, they can be either
negative or positive. The role of the negative emotions is to mobilize the
person to protect or change something, and the role of positive emotions is
protection, physical and mental wellness, along with enhancing the creational
capacity. In this manner, it is said that the most important gift given by a
mother to her child is the joy of living with an empathic, secure and protective
conduct.
To help my students to be happy and to deal with stressful situations, I did
many activities that are focused on recognizing, understanding and efficiently
managing emotions.
Keywords: emotion, emotional intelligence, application
Oral presentations
89
THE IMPORTANCE OF STUDYING ROMANIAN CULTURE AND
CIVILIZATION WITHIN NON-FORMAL EDUCATION ACTIVITIES AT
CHILDREN'S PALACES AND CLUBS: PROPOSAL OF PROGRAM
Alina Maria Stoica Modorcea
Abstract
The Romanian Culture and Civilization Course is based on the

identification at the level of the Romanian education system in general and at
the level of the students in the Valea Jiului in particular of a need to preserve
the Romanian cultural identity and its revaluation on the coordinates of the
European integration, cultural culture, where Romanian culture and traditions
can represent a landmark of originality. The activities organized within this
course shape skills and feelings, cultivate the desire to fulfill a role and thus
contribute, by age, to personal and professional development. The Romanian
Course of Culture and Civilization aims at forming cultural representations
regarding the evolution and values of traditional Romanian civilization, as
well as enriching and improving the knowledge of Romanian culture and
civilization. The Romanian Culture and Civilization Course should be
understood as an organized or semi-organized educational activity that
operates outside the structures and routines of the formal educational system,
aiming at maximizing the learning process by minimizing the school-specific
constraints through a learning and content framework easy.
Keywords: education, non-formal, culture, Romanian
Oral presentations
90
THE SCHOOL SCHEDULE FOR ROMANIAN LITERATURE DISCIPLINE
FOR V-VIII CLASSES AND THE IMPORTANCE OF UTILISING THE TIC
METHODS AND INSTRUMENTS FOR ROMANIAN LANGUAGE AND
LITERATURE CLASSES
Mihaela Andreea Suciu Murariu
Liceul Ștefan Octavian. Iosif, Rupea
Abstract
The school leaver should have a formation profile at the end of this
educational cycle, based on the eight principal competences which should
prepared a status, a personality, a knowledge from school to social medium, to
an everyday changing society, based on all-life learning constitutive. Thus, the
first constitutive is the matter language communication. An important
constitutive is the digital ability, which improve the Scholl leaver to use digital
applications relevant to education, to develop multi-tasking content, to respect
the rules on virtual essence. The actual curricula for gymnasium level contents
examples of learning activities which utilises the new technologies to
elaborate certain text models in Romanian language. If the pupils will be able
to word any kind of text on a specific matter the educational approach will met
with the Romanian school ideal to train independent personalities.
Keywords: digital ability, the actual curricula for gymnasium
Oral presentations
91
THE STANDARD APPLICATION OF ACTUAL ROMANIAN LANGUAGE IN
TIC AREA IN HIGH SCHOOL CURRICULUM
Mihaela Andreea Suciu Murariu
Liceul Ștefan Octavian. Iosif, Rupea
Abstract
TIC is a scientific term regarding both the information’s

communication speed and the connexions regarding the globalization process.
The Romanian language don’t have the power to transform all these lexical
entering in specific units of Romanian language. That is why social
networking users, electronic correspondence have, over time, created, thanks
to these daily communication exercises, a new and important competence: to
use, in writing and orally, this scientific language, have acquired a privileged
status in communication and, of course, they are slowly but surely looking for
their own place in contemporary Romanian language.
Keywords: the social network users, the current Romanian language

standards
Oral presentations
92
TEACHING EXPERIENCE_ EXCHANGE OF EXPERIENCE ROMANIAN -
FRENCH
Veronica Suciu
Grădinița cu Program Prelungit Step by Step nr. 12 Alba Iulia
Abstract
The exchange of experiences between countries provides teachers with

new learning experiences, intercultural communication, new ways of
motivation and improvement of teaching practices. For teachers, they can be
an inexhaustible resource of inspiration, diversity and innovation in education.
In a study visit to France in the Vichy kindergartens (Ecole Alsace Vichy,
Ecole Darcin Cusset) we have been looking at those aspects of classroom
management that:
- facilitate interdependent relationships in class
- promote meaningful learning - create a learning culture,
- facilitate mutual learning
- foster a multisensory approach that adapts to all students in the classroom.
Examples of best practices are designed to improve the educational practice of
our kindergarten.
Keywords: pre-school education, good practices, space organization
Oral presentations
93
STORIES CREATED BY PRESCHOOL CHILDREN AND THE ROLE IN THE
DEVELOPMENT OF THEIR CREATIVITY
Simona Cosmina Todea
Grădinița cu program prelungit nr.2 Alba Iulia
Abstract
This paper presents aspects concerning creativity and the role of the
created stories in the children's creativity development. All children are
creative. By stimulating their inventiveness, we help them find solutions to
their own problems and make them more confident. Activities in which
children compose and expose in a relative and personal way, happenings,
aspects or facts related to their lives, their concerns or their knowledge are the
stories created by children. They are in a position to build a simple narrative,
to expose the facts to a logical linking and to find appropriate expression
formulas. Children really live the stories happening, they identify with the
characters, and our duty is to give them wings to fly. The stories created by
children are an exercise of creativity and they must be considered as a product
of their creativity which has to be stimulated and developed.
Keywords: creativity, imagination, stories created by children
Oral presentations
94
PERSONALIZED LEARNING ACCORDING TO MULTIPLE INTELLIGENCE
THEORY: A CRITICAL REVIEW
Ioana Todor
Cornel Victor Igna
Abstract
Gardner's theory of multiple intelligence (1983) has challenged the
understanding of intelligence as a single general ability, arguing for an
analytical model composed of several distinct "intelligences". MI theory
entails the personalized and student-centered approaches in learning and
instruction. According to Gardner (2011), the existence of multiple distinct
intelligences is empirically supported by a large amount of data provided by:
the existence of idiots savants, prodigies and other exceptional individuals;
potential isolation by brain damage; an identifiable core operation or set of
operations; a distinctive developmental history, along with a definable set of
expert "end-state" performances; an evolutionary history and evolutionary
plausibility; experimental psychological tasks; psychometric findings;
susceptibility to encoding in a symbol system. Based on recent research in
brain imaging and neuroscience, a number of authors claims that, whereas
there are large individual differences in specific abilities, a brain with
particular areas responsible for particular forms of intelligent behavior is an
oversimplified model and the subject-specific abilities identified by Gardner
as distinct intelligences are in fact positively correlated (Duncan, 2001;
Waterhouse, 2006; Geake, 2007; Howard-Jones, 2014). The general aim of
this article is to critically review the empirically supported arguments for the
MI theory and, on the other hand, to analyze the plausibility of a dynamic
model of brain functioning in witch adaptive neurons coordinate according to
specific tasks inputs from perceptual modules located all over the brain
(Geake, 2007; Howard-Jones, 2014). The rationale of this analysis is to
evaluate the empirical support of two opposite/conflicting points of view -
expressed by different authors - regarding the application in education of the
MI theory: 1. MI theory as a valuable empirically supported model for
individualized learning and 2) MI theory as one of the most popular neuro-
myths in education.
Keywords: multiple intelligence, critical review, neuro-myths
Oral presentations
95
DIDACTIC REQUIREMENTS IN THE ORGANIZATION OF TEACHING-
LEARNING STRATEGIES, WITHIN THE SUBJECT COMMUNICATION IN
ROMANIAN LANGUAGE
Alexandra Trif
Colegiul Naţional Pedagogic Regina Maria, Deva
Abstract
In the teaching of the subject Communication in Romanian language,

the steps taken by the teachers are on the one hand, the reference to the
requirements and the construction of the program so as to contribute to the
development of the pupil's primary education profile and, on the other hand,
from the perspective of the subject, the orientation of the didactic approach
starts from competencies, emphasizing the purpose for which it is learned and
the action dimension in the formation of the pupil personality. Of particular
importance are the methodological suggestions detailing the didactic
strategies, the design of didactic activity, as well as elements of continuous
evaluation. The requirements of the school curriculum specifically propose a
flexible offer that allows the teacher to modify, supplement or replace learning
activities. In this way, the aim is to achieve a personalized didactic approach,
which will ensure the formation of the competences provided by the program
in the specific context of each class and each student. Inclusion of the
preparatory class in general and compulsory education implies a nuanced
perspective of the curriculum at this age level. A specific approach to early
education is also needed, essentially through stimulating learning by playing,
while providing a wide differentiation of the didactic approach, depending on
the level of pupils' various accomplishments. Starting from these
considerations, the study formulates and exemplifies didactic requirements in
the organization of teaching-learning strategies, within the Romanian language
Communication subject, the preparatory class, but also methodical aspects
regarding the design and realization of the morning meeting.
Keywords: didactics, didactic strategies, communication in Romanian

language, meeting in the morning
Oral presentations
96
SOME CONSIDERATIONS ABOUT AESTHETIC EDUCATION IN POST-
CULTURAL SOCIETY
Lidia Troianowski
Abstract
In content of article is demonstrated that the aesthetic education

should remain a priority in the process of Man's spiritual training and
development in post-cultural society. The approaches along with the purpose,
the specifics and the content of aesthetic education focus on elucidation of the
aesthetic values crisis that have a negative impact on the identity formation of
the XXI century Man. The imperatives of aesthetic education remain current
because Man assimilates some of aesthetic representations, values and models
of the world, from the environment where he lives, but nowadays this setting
is that of mass culture. In the post-information society, the mass culture is
oriented towards stimulating the consuming character of aesthetic assimilation
of culture and the formation of superficial representations of cultural values,
including the neglect of traditional ones. In substantiating some reasoning
about the importance of aesthetic education, the author will use the ideas of
some philosophers, such as P. Bourdieu, J. Fiske, J. Dewey and H. Read.
Keywords: aesthetic education, aesthetic culture, value crisis, mass culture,

aesthetic taste, cultural capital.
Oral presentations
97
THE ROLE OF FUNDAMENTAL MATHEMATICS IN TRAINING AND
DEVELOPMENT MATHEMATICAL THINKING, PART II: FROM
PROTOTIPURS THEORY TO TRAINING OF MATHEMATICS AND MINTAL
OPERATIONS OF PUPILS
Teodor Dumitru Vălcan
Abstract
The basic support of Mathematics education and education is the

mathematical notional content (abbreviated C.N.M.) formed of the basics of
Mathematics – Science transposed into didactic plan, where mathematical
logic combines with didactic logic - based on the principle of accessibility,
and the ways of presenting mathematical notions are based on the conquests in
Pedagogy, Psychology, Sociology and Methodology. Mathematical education
operates with scientific content, programmed according to a certain logic and
depending on certain levels of difficulty. At school, to Mathematics, the
student is about to acquire: notions (definitions), theorems, mathematical laws,
ways and techniques of applying them in exercises and problems solving, both
in Mathematics and other school disciplines. Last year in the first part of this
paper we addressed three fundamental issues of this problem: first of all I have
presented some points from psychology, relative to thinking, then presented
the essence and characterization of mathematical thinking, and finally we have
approached a series of psychogenetic markers that appear in the formation and
development of mathematical thinking, respectively in teaching - learning
mathematics in school. In this paper we will continue our approach in this
direction and we will present four other fundamental issues: the teaching of
Mathematics and the prototype theory, the structure of mathematical notion
content in general and high school, concepts as basic information units and the
process of their formation, respectively the formation of mathematical notions
and mental operations in pupils.
Keywords: thinking, teaching, learning, mathematical thinking, mental

operations.
Oral presentations
98
A RADIOGRAPHY OF THE PROCESS OF MATHEMATICS LEARNING
Teodor Dumitru Vălcan
Abstract
In this paper we will try to make a radiography of the process of

learning Mathematics in school. This is how we will address the following
five issues: first we will see how the problem of school learning is raised
(motivational aspect and procedural aspect); then we will go to the level of
motivation, of brain activation of pupils to mathematical education activities
(highlighting the types of motives and the role of the motivational optimum)
we will present in short, the procedural aspect of learning Mathematics and we
will describe a series of sensory aspects who appear in this process
(characterizing skills sensory and motor), for in the end we will describe, in
short, fastening mode and updating knowledge. Thus, we will start from the
term of schooling, which, in general, designates the monster acquisition
process, active assimilation of information, the formation of intellectual
operations, motor skills and attitudes. We will then show that any act of
learning is, usually, and that for these reasons which initiates learning, there is
a resultant, a degree of student motivation, relative to that task, which acquires
concrete expression in a certain energy mobilization or level of brain
activation thereof. Finally, we will show that the learning activity of
Mathematics presents a process in which we distinguish a series of phases,
which we will present at different stages of learning.
Keywords: school learning, motivation, skills, automatisms.
Oral presentations
99
STUDENT-CENTERED LEARNING. ADVANTAGES
Camelia Vlad
Școala Gimnazială Bazna, județul Sibiu
Abstract
The following pages are about the value of the teacher who focuses on
his central matter: the student on the whole, taking into consideration both his
existent and also his future potential. The student-centered strategy is not an
innovation of the 21st century. It's rather another way of (re)acting in the
natural world of things. This type of strategy has its origins in the pedagogy
based on the theories of constructivism and those belonging to Comenius.
With openness and with much sensitivity, the teacher approaches the student,
whom he attracts to the world of self-discovery and the world around him. The
words that open the way to the world's research ‒ inward and outward ‒ can
be: stimulus, curiosity, need of understanding, interaction, determination,
introspection, receptivity, judgment, freedom of expression, eloquence,
assertiveness, experience, development through formative assessment.
These lines promote equally effective communication, expressiveness,
erudition and optimal attitude. Ideally, all these should exist in the classroom
in both parts: the teacher – being a professional teacher ‒ and the student ‒
who is in a continuous training. The working techniques based on research,
experimentation and constructive dialogue bring benefits to all parties
involved in the educational act. Thus, everybody gets: chances of affirmation,
learning experiences, positive self-image, school / professional success.
Keywords: strategy, teacher-student dyad (relationship), conversation,

persuasion
Oral presentations
100
SMART EDUCATION AND THE BASIC PSYCHOLOGICAL NEEDS
Ioan Vlașin
Abstract
Basic psychological needs have been identified in Self-

DeterminationTheory. There are three such needs: autonomy, competence and
interconnection. They represent the manifestation of system characteristics at
the human psychological level, where its control is managed. Each system has
a function to express through interconnection, processes that are managed by
competence and also a structure that is created, maintained and ameliorated
through autonomy. The needs have the role of making the system work in an
integrated and efficient way.
Smart education takes into account their presence and provides support for
meeting them so that the person can evolve on the cultural levels, as they are
presented by Zafron and Logan, up to level 5, where life is considered
wonderful. Within this type of education, it is considered that on the level 3
autonomy develops more and it usually happens in childhood. On the level 4
we find the teenage, and its characteristics shows us that the competence
develops the most during this period, trough teamwork. Full self-integration
and the integration in society takes place on the cultural level 5, when not only
our own group is important but the outsiders as well.
In order to achieve this state, in smart education theory, man is being seen as a
self-programmable system and the main sources of mental software are the
personal, group, national and mankind’s cultures.
Keywords: smart education, basic psychological needs, self-determination

theory, cultural levels
Oral presentations
101
CONTEMPORARY SPORT
A PROPOSITION OF MIND-SET THAT PROTECTS OUR WELL-BEING
Kamil Wódka
Abstract
Contemporary sport is heavily commercialized. Players are very

popular, they get a big salary. On the other hand, spectators have a high
expectations towards them and the environment treats their as someone, who
should function like machines. Forgetting that they are a human being. For a
player who wants to function effectively in these conditions for longer period,
it is effective to find such a system of thinking - philosophy - that will protect
against the negative consequences of such lifestyle. Proper planning and
prioritizing (beneficial mind-setting) is one of the proposal how to manage it
such situation.
Keywords: contemporary sport, well-being
Oral presentations
102
THE EDUCATIONAL PROJECT - AN EFFICIENT AND MODERN WAY OF
APPROACHING EDUCATION
Alexandra Maria Zamfir
Colegiul National "Mihai Viteazul" Turda
Abstract
Redefining Romanian education in a European context can be
achieved by implementing new educational approaches that lead to a new
approach to the roles of the actors of the educational process.
Extending the preoccupations for education is highlighted by the elaboration,
coordination and development of educational projects that make a significant
contribution to building and shaping the personality of today's students.
Through the implementation of educational projects both students and teachers
have the opportunity to exchange experiences, to contribute to the formation
and development of the student's personality, to understand the need to
reconcile students' capacities and interests with school requirements, to
achieve the interaction of knowledge, values, attitudes, behaviors learning
through educational activities.
The educational project tends to become a central concept for the flexible and
open approach to educational issues, providing both learners and teachers with
an active learning environment with access to pedagogical tools that integrate
new technologies into the teaching process.
Through its structure, the educational project requires students to involve,
research, investigate, collaborate and communicate with each other, which
will determine their real transformation into the main actors of the educational
process.
The efficiency of learning through projects is evidenced by the free, complete
and harmonious development of human individuality, the formation of
autonomous and creative personality, through diversification and optimization
of educational activity, impacting on students, teachers and the local
community.
Keywords: the educational project, education, curriculum, research project
Oral presentations
103
CONTEMPORARY TRENDS AND CONDITIONINGS OF TOURISM
DEVELOPMENT
Janusz Zdebski
Abstract
The article shows negative aspects of dynamic development of technical

civilization, rise of great urban agglomerations, excessive pace of life, crowding
people in an environment far from natural. In the mid-twentieth century
awareness of threats began to spread in the societies of highly industrialized
countries. People started to show interest in lifestyle and its quality. Positive
outcome of tourist and recreational activity on physical and mental health was
noticed. A postulate to popularize active forms of leisure among youth was
formulated.
Keywords: trends of tourism development
List of participants
104
Author Institution
Antoci Arina State University “Dimitrie Cantemir” Chișinău,
Moldova
Avramescu Ana Nicoleta Colegiul Tehnic Matei Corvin Hunedoara
Barna Cristina Raluca "1 Decembrie 1918 " University of Alba Iulia
Bobână Gheorghe State University “Dimitrie Cantemir” Chișinău,

Moldova
Bochis Laura University of Oradea
Boian Ilie State University “Dimitrie Cantemir” Chișinău,

Moldova
Boncea Niculina Maria Liceul de Informatică "Tiberiu Popoviciu" Cluj-Napoca
Camenev Zinaida State University “Dimitrie Cantemir” Chișinău,

Moldova
Câmpean Ioana-Maria Technical University Cluj-Napoca,
Chifor Drina Cristina Technical University Cluj-Napoca,
Chifor Iosif Doru Technical University Cluj-Napoca,
Ciobanu Olesea State University “Dimitrie Cantemir” Chișinău,

Moldova
Ciobanu Nicoleta University of Oradea
Ciobanu Rodica State University “Dimitrie Cantemir” Chișinău,

Moldova
Ciobanu Daniela Grădinița cu P.P. Nr. 7 Deva
Ciortea Marcela "1 Decembrie 1918 " University of Alba Iulia
Cistian Mihaela Roxana Liceul de Informatică "Tiberiu Popoviciu" Cluj-Napoca
Ciugudean Diana-Violeta Muzeul Național al Unirii Alba Iulia
Cojocariu Cristina Simina Liceul Tehnologic "Timotei Cipariu"
Constantinovici Elena State University “Dimitrie Cantemir” Chișinău,

Moldova
Crînganu Nicoleta University “Dunărea de Jos” Galați
105
Cristei Tamara State University “Dimitrie Cantemir” Chișinău,
Moldova
Cruceat Laura Colegiul Economic George Baritiu, Sibiu
Cucui Elena Daniela Muzeul Național al Unirii Alba Iulia
Curta Adina "1 Decembrie 1918 " University of Alba Iulia
Dabu Dana Maria Scoala Gimnaziala Berghin
Danciu Bianca Elena Scoala Gimnaziala Romos
Dimen Erika Ildiko "1 Decembrie 1918 " University of Alba Iulia
Dimen Levente "1 Decembrie 1918 " University of Alba Iulia
Domenco Rodion State University “Dimitrie Cantemir” Chișinău,

Moldova
Elek-Nemeș Mirabela Liceul de Informatică “Tiberiu Popoviciu”, Cluj-
Napoca
Elenciuc Daniela State University ”Dimitrie Cantemir” (Moldova)
Filip Galina State University “Dimitrie Cantemir” Chișinău,

Moldova
Fleșeriu Lavinia Școala Gimnazială Nr.3 Cugir
Georgescu Dumitru „Mihai Viteazul” National College
Giza Teresa Holy Cross University, Kielce (Poland)
Grama Cristina Colegiul Economic „Transilvania” Tirgu Mures
Gruzdova Olga Penza State University (Russia)
Hancăs Paul Alin ”1 Decembrie 1918” University of Alba Iulia
Hanganu Aurelia State University ”Dimitrie Cantemir”, Moldova
Herman Ramona Iulia ”1 Decembrie 1918” University of Alba Iulia
Igna Cornel Victor ”1 Decembrie 1918” University of Alba Iulia

106
Jidveian Adela ”1 Decembrie 1918”University of Alba Iulia
Jucan Dana Babeș-Bolyai University, Cluj-Napoca
Konarzewski Krzysztof Holy Cross University, Kielce (Poland)
Kowal Renata Holy Cross University, Kielce (Poland)
Lehaci Alina- Daniela Centrul școlar pentru educație incluzivă „Rudolf

Steiner” Hunedoara
Lygina Marina Penza State University (Russia)
Maierescu Mariana - Școala Gimnazială•Ion Agarbiceanu• Alba Iulia

Salomia
Marcel-Ioan Stan Liceul ,, Horea, Cloșca și Crișan” Abrud
Matei Tamara State University ”Dimitrie Cantemir” (Moldova)
Mazur Eliza Holy Cross University, Kielce (Poland)
Mîndru Galina State University “Dimitrie Cantemir” Chișinău,

Moldova
Mleczko Edward Holy Cross University, Kielce (Poland)
Muntean Loredana University of Oradea, Faculty of Socio-Human

Sciences
Munteanu Felicia Ana Școala Gimnazială „Axente Sever” Aiud
Mursa Liliana Aurica Școala Gimnazială „Avram Iancu” Abrud
Nojea Teodora University of Oradea
Opriș Dorin ”1 Decembrie 1918” University of Alba Iulia
Palka Katarzyna Holy Cross University, Kielce (Poland)
Pascu Alexandra Liceul Teoretic Teius
Peculea Lorena Technical University of Cluj-Napoca
Perţe Andra University of Oradea

107
Petaca Daniela Maria Grădinița Piticot Câmpeni
Petrovan Ramona Ștefana ”1 Decembrie 1918” University of Alba Iulia
Pistanila Adriana Colegiul Economic „Transilvania” Tirgu Mures
Popa Carmen University of Oradea
Popa Zinaida Centrul de Excelență în Economie și Finanțe
Popa Crina Dumitrița Babeș-Bolyai University, Cluj-Napoca
Popovici-Diaconu Răzvan A.I. Cuza, University Iassy
Pozsar Ana Școala Gimnazială Nr. 2 Lugoj
Roman Diana Maria Institutul de Lingvistică şi Istorie Literară “Sextil

Puşcariu” Cluj-Napoca
Săgănean Gabriela State University “Dimitrie Cantemir” Chișinău,
Pascaru Daniela Moldova
Savu Andra Lucia Școala primară Băgău
Scheau Ioan ”1 Decembrie 1918” University of Alba Iulia
Simion Maria-Teodora Școala Gimnazială Ciugud
Sprincean Serghei State University ”Dimitrie Cantemir”, Moldova

The Institute of Legal and Political Research of
Academy of Sciences of Moldova
Stenjukova Natalia Penza State University (Russia)
Stoica (Modorcea) Alina- ”1 Decembrie 1918” University of Alba Iulia

Maria
Stănilă Laura Valeria Școala Gimnazială Nr. 2 Sebeș
Suciu Veronica Grădinița cu Program Prelungit Step by Step nr. 12

Alba Iulia
Suciu-Murariu Mihaela Liceul Ștefan Octavian. Iosif, Rupea

Andreea
Șandra Florica University of Oradea
108
Tăușan Liana Technical University of Cluj-Napoca
Tiutiu Giorgia Laura, David Preschool No. 8 -Long Day Care, Alba Iulia
Daniela Marta
Todea Simona Cosmina Grădinița cu program prelungit nr.2 Alba Iulia
Todor Ioana ”1 Decembrie 1918” University of Alba Iulia
Trif Alexandra Colegiul Naţional Pedagogic Regina Maria, Deva
Troianowski Lidia State University ”Dimitrie Cantemir”, Moldova
Turcu Corina Colegiul Economic George Baritiu, Sibiu
Turcu Vasile Universitatea Alma Mater Sibiu

Școala Gimnazială Regele Ferdinand Sibiu
Vesa Adina University of Oradea, Faculty of Socio-Human
Sciences
Vlad Camelia Școala Gimnazială Bazna, județul Sibiu
Vlașin Ioan Technical University of Cluj-Napoca
Vâlcan Dumitru Babeș-Bolyai University, Cluj-Napoca
Wódka Kamil Holy Cross University, Kielce (Poland)
Zamfir Alexandra Maria Colegiul National "Mihai Viteazul" Turda
Zbant Augustina Institutul de Științe ale Educației Moldova
Zdebski Janusz Holy Cross University, Kielce (Poland)
109

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„Didactics: past, present and future perspectives" - 4th edition

„Didactics: past, present and future

Olga María ALEGRE DE LA ROSA-"La Laguna" University of Tenerife, Spain

Iulia HERMAN - "1 Decembrie 1918" University of Alba Iulia, Romania

Edited by: Cornel Victor Igna

Official website of the conference:

Keynote speakers .................................................................................. 6

Pre-conference workshops ................................................................... 12

List of participants ................................................................................. 102

Keywords: situated learing, communities of practice, cognitive

The curriculum reform project for early education reflects an

Keywords: reform; curriculum; early education

The globalization process, which originally dominated only the

Keywords: intercultural communication, barriers, case study

The collocation „education for all” launches the concepts of equity

Keywords: education for all, equal opportunities, the educational policies in

2. Pre-conference workshop - “Călătorie pe tărâmul ideilor”,

THE FOUNDATION OF KNOWLEDGE: CONCEPTS IN PHILOSOPHY

Every science is based on a set of well-founded concepts.

Keywords: Knowledge, concepts, notions, extension, comprehension

Keywords: platforms, e-learning, mathematics

Keywords: education, metaphor, pedagogy, learning

The study aims to investigate the level of anxiety toward testing in

Keywords: test anxiety, pupils, primary school, national assessment

Synoptic meteorology is one of the main branches of meteorology that

Keywords: synoptic maps, Bjerknes scheme, weather forecast, meteorological

Keywords: learning, thinking, critical thought, development

THE ROLE OF CONTEXT IN TRANSLATION

The texts are constituted of words which have different meanings in

Keywords: translation, role of context, specification of the meaning,

Keywords: phraseological unit, equivalence, translation, linguistic and cultural

Digital textbooks wish to propose a new approach of the development

Keywords: student-centered learning, computer-assisted learning, digital

Preparing children for school and, generally, for life is done

Keywords: curriculum, goals, curricular contents, teaching and evaluation

It may be thought that school success is directly related to the IQ

Keywords: school success, factors, skills, creativity, school performance

Without making the classical model a norm of any possible education,

Keywords: humanism, humanistic education, classical education

The society of cutting-edge technologies, of accelerated life style, of

Keywords: philosophy of law, the theory of law, the methodology of law,

The Epic of Gilgamesh, which was discovered in Nineveh in Assyrian

Keywords: Ghilgameș, Ninive, the flood myth, The Old Testament,

Playing games is a specific activity for preschool children and young

Keywords: game, mathematics, teaching strategies

The paper entitled Museum education in the Fortress of the Great

Keywords: museum education, museum, Alba Iulia

The exponential development of social networks, of the gadgets used

Keywords: collaborative learning, computer-supported collaborative

A school curriculum proposes a graduate profile, not only generally,

Keywords: curricula, identity, construction, Romanian

The requirements of modern society have made quality scientific

Keywords: educational process, platform, methods, interaction, career

The paper entitled Museum education in the Fortress of the Great

Keywords: museum pedagogy, museum, education, Alba Iulia

In communication, silence and speech are not anonymous; both are

Keywords: communication, silence

Keywords: research instruments, zonal culture, national culture, optional

Collaboration between Parents and Preschool Teachers frequently

Keywords: communication, teachers, preschool, parents, children,

The psychological evaluation made in educational institutions has

Keywords: education, testing, evaluation, appreciation