Studia Universitatis Moldaviae. Stiinte ale educatiei

3-13

Authors: Otilia DANDARA

Education as a social phenomenon and the educational system as a subsystem of the socioeconomic system reflect the peculiarities of the society's evolution. In recent decades, the social interest for higher education has increased, because the university environment is valued as the basic source that ensures social evolution. In this context, what matters is the configuration of the student contingent, who enters universities and how social phenomena influence the people’s tendency to get higher education. There are certain situation differences in relation to various forms and cycles of training, a fact that confirms the interdependence between the conditions of socioeconomic integration and the possibilities of professional training. The analysis of statistical data based on criteria such as gender, age, living environment highlights the preferences or priorities of various social groups in relation to higher education. Women aged 19-22 years make up the largest social group that applies for higher education programmes in the Republic of Moldova in general and at Moldova State University in particular.

26-35

Authors: Valeria BOTEZATU, Nina BÎRNAZ

This article presents theoretical and methodological benchmarks for the development of formative assessment com¬petence among university teachers, structured in a psycho-pedagogical model for the development of formative assessment competence. This model outlines guidelines for the development of formative assessment competence in higher education. The psycho-pedagogical model for the development of formative assessment competence is built on philosophical foun¬dations (experiential theory, pragmatism, functionalism), psycho-pedagogical foundations (humanistic personality theory, progressivism, constructivism, behaviorism, competence pedagogy, full learning theory, evidence-based design theory), cybernetic foundations (feedback control theory) and conceptualizes theoretically and practically the development of formative assessment competence of teachers. According to the competence training model, the formation of formative assessment competence involves a complex process, by involving the teaching staff in specific categories of training situations, which require knowledge and understanding, action, autonomy.

42-49

Authors: Carolina ȚURCANU, Vladimir GUȚU

This article addresses the issue of design, organization and implementation of adults’ learning and education contents from a curricular perspective in formal and non-formal education. It bases a concept and the structure of contents for adults’ learning related to the fields, profiles and types of formal and non-formal activities, in which adults are included. It identifies a set of principles and procedures specific to the organization of contents in the diversification of forms, technologies and purposes of adults’ training and education. Emphasis is placed on the organization and structuring of contents in relation to the form of educational process organization (formal-non-formal education), the type of learning and education (professionalization, lifelong vocational training, qualification, retraining, personal development, etc.); projected/expected outcomes, largely determined by the educational needs of adults.

56-60

Authors: Mirela PANDELICĂ

Human motivation is the focus of many human activities, in recent years there has been a growing interest in the study of motivation, as we can relate from the concerns of many contemporary authors. Self-determination Theory (SDT) is a motivational theory of personality, development, and social processes that examines how social contexts and individual differences facilitate different types of motivation, especially autonomous motivation and controlled motivation, and in turn leads to learning, performance, experience, and psychological health. For a teacher, it is very important to set clear goals in relation to the student's abilities and needs and to outline a reward system whose long-term goal is to internalize the motivation for learning. In our article we try to emphasize the need to use didactic technologies based on expressive-creative techniques, through which to increase the level of self-determination and implicitly of the intrinsic motivation for learning.

67-74

Authors: Tatiana CRÎJANOVSCHI

Ethical conscience and conduct, the ethical profile of the personality, integrate all the components of the content of moral education. It reflects two defining coordinates aimed at relating man to society (moral-civic education) and to himself (moral-individual education). Moral-civic education has a predominantly social content, expressing itself, in particular, at the level of: political education (patriotic education, democratic education, humanistic education); economic education (education through and for work); legal education (education through and for the community). Moral-individual education has a content determined, predominantly, by the relationship of man to himself, expressing itself, in particular, at the level of philosophical education, religious education.

81-88

Authors: Roxana DOROBANȚU-DINA

In the present paper, I essentialized the importance, necessity and actuality of the school-family educational partnership for the formation of a prosocial behavior of students. We also emphasized the fact that from school age students learn and develop relationships of communication, mutual help, tolerance, understanding and collaboration – promoting and preserving the cultural values of the ethnic groups they belong to. The family has the defining role, as an institution that forms norms of life, these being "polished" in school, through formal or informal activities, carried out in an organized and systematic manner. A special connotation is attributed to the school-family educational partnership, the involvement of parents in the school's activities and in its leadership, as a partner with a decision-making role in the Parents' Committee, the Class Council, the School's Parents' Association and the Board of Directors. We also emphasized the importance of the Individualized Education Plan (IEP) and the Personalized Education Plan (PIP) for a situation that requires differentiated and personalized activity. Based on the study carried out in the classroom (2015-2018), in this work I presented a model of PIP and two working tools: the questionnaire and the structured interview for parents, in order to optimize the school-family, parent-child relationship. One thing is certain: for the good functioning of the school-family institutional partnership - the educational partners must be prepared: teachers, especially young ones, should find this aspect in the offer of continuous training (working with the family, even more so since in the last 10 years at least one parent has gone to work abroad!), and the parents should be guided, supported by the school counselor or director, not just informed.

99-103

Authors: Nicolae BRAGARENCO

This research reflects a confirmatory experiment that aims to determine the effectiveness of implementing a new form of physical education lesson organization within higher education institutions, in order to motivate students to practice the discipline. The experiment was organized within Moldova State University with first and second year students of the Faculty of Arts in the discipline during one semester. The results of the experiment and the efficiency of the new system of approaching the discipline of physical education through the "lesson – sports tests on the circle" are analyzed based on the reflection form applied to the students at the end of the semester, after which the conclusions are formulated, later they give premises for the conceptualization of the disciplinary Curriculum.

108-114

Authors: Igor RACU

This article presents the results of a formative experimental research that was carried out as a result of a theoretical-experimental ascertainment study. In the ascertainment research, carried out on 240 subjects (representative sample) the level of aggression, the degree of violence and the personality of preadolescents were diagnosed. As a major objective for the formative experiment, we proposed the development and implementation of a program of psychological interventions for preadolescents in order to develop personality and reduce aggression and violence. The effectiveness of the psychological intervention program was demonstrated in the control experiment by comparing the quantitative results obtained by subjects from the experimental group and the control group in the post-test, the results of the experimental group in the pre- and post-test and the results of the control group in the pre- and post-test test.

121-128

Authors: Natalia COJOCARU

Although in recent years the number of studies that address the concept of polemical social representations (polemical SR) has somewhat increased, there is relatively little research that analyzes how it is used in empirical studies, the phenomena that generate the emergence of polemical SR, or the impact of these representations at the social and intergroup level. Hence, a theoretical synthesis on this topic would provide valuable support for the analysis of the evolution of the concept, in order to identify the specifics and characteristics of these types of representations. The concept is revealed for under¬standing various social or historical controversies, conflictual interactions and oppositional dynamics at the intergroup level. In this way, we consider that the study of polemical SR represents a real "gold mine" in the current sociopolitical context, both for theoretical generalizations and for empirical illustrations.

137-141

Authors: Svetlana TOLSTAIA, Anamaria Nicoleta VLADU

Young, novice drivers account for a disproportionate percentage of deaths and injuries in road crashes worldwide. This research aims to identify the manifestation of aggressive psychological characteristics among young car drivers. One of the most common problems that negatively influence driving is aggressiveness behind the wheel. This can be ma¬nifested both in relation to the activity as a whole and to its specific elements. Anger as a general concept can be de-fined as a multidimensional construct that can be expressed cognitively, emotionally, psychologically and behaviorally. Driving rage is an extrapolation of the general concept of driving aggression. So, in other words, it is conceptualized as a frequent and intense tendency to become angry during the activity of driving a motor vehicle.

148-156

Authors: Valentina BOTNARI, Gabriela REPEȘCO

Currently, independent thinking is required in all fields of activity: economic, educational, legal, engineering and construction, etc. In connection with this fact, there is a need for its evaluation and possibly its training/development. At the same time, the specialized literature offers tools, but also modest evaluation references in this regard. The given article highlights the methodological aspects of the assessment of students independent thinking. In this line of ideas, the defining aspects of evaluation from the modern perspective are specified and the essential positive qualities of independent thinkers are highlighted and given status as criteria for their evaluation. In the paper, a series of relevant evaluation tools are proposed in the case of determining the level of development of independent thinking, including the questionnaire for evaluating the level of possession of independent thinking, which was developed and is in the process of validation. The questionnaire provides an overview of the individual aspects trained in the learning process of the subject, which includes 20 items, with the theoretical foundation in priority – the structural content of students’ independent thinking.

166-171

Authors: Maxim ILICCIEV

This article presents the professional personality profile of the students according to the level of social intelligence development. Currently, at the national level, higher education institutions generate a multitude of opportunities aimed at obtaining various knowledge of a professional nature, without focusing on serious problems in networking and commu¬ni¬cation. The humanization of the instructional-educational process is directly correlated with the increase in the number of tasks and disciplines, the subject of which is the individual and society. Becoming a professional is the result of special training, education and self-education, self-determination, training and self-education. This is a psychological, active-actional state of the personality, its complex quality, a system of integrated properties. The respective type of becoming coordinates the activity of the personality and ensures its effectiveness. An important condition for achieving professional success is developed social intelligence, representing an indicator of the level of self-realization, suggesting the presence of opportunities and a special type of relational-value systemic formations.

178-184

Authors: Valentina OLĂRESCU, Irina COBZARU

The paper describes the theoretical-practical aspect of functional asymmetry at the peripheral level of the binary organs, of the child's laterality profile. The analysis of the theory about laterality and praxis guided us towards the ex-position of some experimental results obtained in the research, carried out on two groups of children: 60 preschoolers with typical development and 60 preschoolers with mild intellectual disability, aged 4.5-6 years. The comparative study of laterality on eye-hand-foot coordinates and praxis was carried out. The purpose and hypothesis of the research are presented, the quantitative and qualitative results are presented. In order to establish the difference between two categories of preschoolers, psychological statistical methods were applied. Between preschool children with typical development and mild intellectual disability, a statistically significant difference was found in the evaluated parameters: laterality and praxis. The effect size in the two samples revealed high values of the biserial r coefficient. At the end, the conclusions drawn are presented.

191-193

Authors: Roxana-Monica LUPUȘOR

Socialization is a complex process, which involves learning, personality formation, self-development, learning social norms and values, all characteristics being achieved through interaction with peers. For children with autism, social interaction is difficult to achieve, as they are unable to interpret other people's behavior, initiate a conversation, or know how to behave around others. Kindergarten is the place where the preschooler makes the first contact with an organized environment, receives the first lessons of group behavior, the first rules of social behavior, realizing the idea that he has certain rights and duties, in other words creates the necessary premises for socialization.

204-213

Authors: АЛЛА ПОГОРЛЕЦКИ, Аурелия РАКУ, Виорика РУСУ, Наталья ДУБОВИКОВА

Coherent speech represents the reproduction of a content through a series of logical sentences, which are grammatically correct and ensure communication between people. Coherent speech is the basis and means of developing higher mental functions. In preschool children with global language disorders (GLD), deviations are present in the development of all aspects of speech, including coherent speech. Therefore, the formation of coherent speech of children with GLD is one of the most important tasks of corrective measures. At the same time, children with TGL have problems in the motor sphere, manifested by the peculiarities of physical development and psychomotor skills: violations of fine, gross and coordination motor skills. Taking into account that the development of fine motor skills is an effective, physiologically justified means of developing higher mental functions, we developed a corrective program, which aimed to improve fine motor skills. We studied the action of the corrective program on the development of coherent speech in preschool children with TGL grade III-IV.