ARTICOLE PUBLICATE SAU ACCEPTATE SPRE PUBLICARE ÎN REVISTE ŞTIINŢIFICE INTERNAŢIONALE

R1. CIASCAI, Liliana, 2008. La culture scientifique dans l’enquête PISA 2006. Educaţia 21, nr 6, 69-75 (revistă indexată BDI)

Abstract. This study analyzed aspects of PISA 2006 in science: knowledge, skills, the process of building scientific knowledge, values and attitudes related to the study of science. PISA considers those aspects necessary for long life learning. Results obtained show that Romanian pupils aged 15 years not possess the mentioned skills, knowledge and attitudes.

R2. CIASCAI, Liliana, 2009. Étude comparative sur les programmes des sciences pour l’enseignement primaire et le curriculum de Science TIMSS 2007. Studia Universitatis "Babeş-Bolyai", Psychologia-Paedagogia, LIV, 1, 121-132. (revistă BDI)

Abstract. The results of Romanian school students in Science PISA and TIMSS testings have been and continue to be systematically slack. In the present paper we intend to do a comparative analysis of Science curriculum TIMSS 2007 and Romanian Science School curricula of 4th and 8th grades. This analysis, based on Bloom taxonomy of cognitive domain, identifies both the common points of these curricula and the system of competencies necessary to be developed for Romanian students in order to increase their results in international testings.

R3. CIASCAI, Liliana, 2009. Comparative Study on Romanian School Science Curricula and the Curriculum of TIMSS 2007 testing. Acta Didactica Napocensia, Vol. 2., No. 2, 25-34. (revistă indexată BDI)

Abstract. The results of Romanian school students in Science PISA and TIMSS testings have been and continue to be systematically slack. In the present paper we intend to do a comparative analysis of Science curriculum TIMSS 2007 and Romanian Science school curricula of 4th and 8th grades. This analysis, based on Bloom’s taxonomy of cognitive domain, identifies both the common points of these curricula and the system of competencies necessary to be developed for Romanian students in order to increase their results in international testings.

R4. MARCHIS, Iuliana, 2009. Comparative analysis of the Mathematics problems given at international tests and at the Romanian national tests. Acta Didactica Napocensia, vol. 2 no. 2, 141-147. (revistă indexată BDI)

Abstract. The results of the Romanian pupils on international tests PISA and TIMSS in Mathematics are below the average. These poor results have many explications. In this article we compare the Mathematics problems given on these international tests with those given on national tests in Romania.

R5. MARCHIS, Iuliana, 2009. Developing Numeracy in Primary School. Error Patterns in Addition. Studia Universitatis "Babeş-Bolyai", Psychologia-Paedagogia, vol. LIV no. 1, 143-150, (revistă indexată BDI)

Abstract. In this article we study error patterns related with the addition of natural numbers, and also methods of overcoming the identified mistakes. For the research 74 primary school teachers were asked to write down, which kind of error patterns related with addition they have identified in their classroom, and how they tried to overcome these misconceptions and inaccurate procedures. Methods of representing addition and mental arithmetic strategies are presented, too.

R6. CIASCAI, Liliana, MARCHIS, Iuliana, 2009. Critical Analysis of the Romanian Mathematics and Sciences School Curricula Based on the Romanian Pupils’ Results on International Testing. Review of Science, Mathematics and ICT Education, apare în vol. 3/2009  (revistă indexată BDI)

Abstract: Romania occupied a back position in the international tests on Mathematics and Sciences. Teachers stress out that one possible cause of this situation could be finding on the Mathematics and Sciences curricula. This paper presents the results of the comparisons of the Romanian curricula with the curricula promoted by the international testing (PISA 2000, 2003 and 2006, and TIMSS 1995, 1999, 2003, 2007) and the curricula of the countries occupied the first places in these tests. These comparisons underline those curricula approaches, which insure success on these tests and realize the reasons of the lack of success of the Romanian pupils. These results will be presented to the curriculum makers, universities and schools, to identify the specific and transferable competencies of the pupils with success in the above-mentioned disciplines.

R7. MARCHIS, Iuliana, 2009.  A Comparison of The National Tests on Mathematics for 12-13 Years Old Pupils in Romania and Singapore. Studia Universitatis "Babeş-Bolyai", Psychologia-Paedagogia, apare în vol. LIV, no. 2 (revistă BDI)

Abstract. Romanian pupils have constantly obtained results below the average on international tests. Pupils from Singapore have consistently done well on these tests. The goal of this article is to compare the Mathematics problems given in Singapore at the Primary School Leaving Examination (for 12 years old pupils) and the national tests in Romania for 7th grade pupils (12-13 years old).

R8. CIASCAI, Liliana, IBARRA, Julia, 2009. Reflection on science curricula of Romania, Basque country and TIMSS 2007 testing. Studia Universitatis "Babeş-Bolyai", Psychologia-Paedagogia, apare în vol. LIV, no. 2 (revistă indexată în BDI).

Abstract. The results of Romania and Basque countries at 2003 and 2007 TIMSS testings show a very different evolution: the results of Romanian eighth-grade students remain constantly poor while the Basque students have improved their results, reaching close to the international average. Most explanations of this situation refer to the science curriculum. In this paper is carried out a comparative analysis of eighth-grade science curriculum tested by IEA testing in 2007 and those of Romania and Basque country. This analysis uses the taxonomy of objectives adopted by TIMSS 2007 testing. The results indicate the differences between the curricula of these countries, concerning the objectives and the scientific content. Also, they substantiate the curricular revisions should be made to focus these countries curricula on problem solving approaches.

R9. MIH, Viorel, MIH, Codruţa, 2009. Training generates coherence inferences in students with less-skilled reading ability. Studia Universitatis "Babeş-Bolyai", Psychologia-Paedagogia, apare în vol. LIV, no. 2 (revistă indexată în BDI).

Abstract. In this research we examined the role of feedback strategies induced by explicit instructions in producing text-based inferences. We analysed two theoretical positions regarding the process of generating inferences based on the experiment outcomes. The first position argues that a simple update of selective information in the text can guarantee that the inference was effectively elaborated with the view of generate an inference. In contrast, the second position states that, although the less skilled readers recalling the inputs in order to start an inferential process, they encounter resistance when they combine those inputs to generate an inference. The results sustain the second position regarding the subject’s ability to transfer the procedure (generated some inferences) to new situations during the experiment had improved when the instructions given to the less skilled readers were clear.

ARTICOLE PUBLICATE SAU ACCEPTATE SPRE PUBLICARE ÎN VOLUME ALE UNOR CONFERINŢE INTERNAŢIONALE

C1. MARCHIS, Iuliana, CIASCAI, Liliana, CIOMOS, Florentina, 2009. Critical Analysis of the Romanian Mathematics and Sciences School Curricula based on the Romania Pupils’ Results on PISA and TIMSS Testings, Proceedings of the INTED 2009 Conference, 9-11 March 2009, Valencia, Spain,  005191 – 005196

Romania occupied a back position in the international tests on Mathematics and Sciences. Teachers stress out that one possible cause of this could be the Mathematics and Sciences curricula. The aim of this paper is to compare the Romanian curricula with the curricula promoted by the international testing (PISA 2000, 2003 and 2006, and TIMSS -1995, 1999, 2003) and the curricula of the countries occupied the first places in these tests. These comparisons underline those curricula approaches, which insure success on these tests and realize the reasons of the lack of success of the Romanian pupils. These results will be presented to the curriculum makers, universities and schools, to identify the specific and transferable competencies of the pupils with success in the above-mentioned disciplines.

C2. CIASCAI, Liliana, MÂNDRUŢ, Viorica, 2009. Anchetele PISA şi opinii ale elevilor cu privire la studiul fizicii. Acceptat spre publicare în volumul Învăţarea eficientă: actualitate şi perspective. Studii şi cercetări, Coord: Liliana Ciascai, Maria Eliza Dulamă, Oana-Ramona Ilovan, Editura Presa Universitară Clujeană, Cluj-Napoca, 2009

Abstract.The present paper examines students' interest in learning physics. It is based on similar research carried out during the international PISA survey, conducted by the OEDC. Beyond measuring the learning outcomes OEDC addressed to science students questions about their interest in studying natural sciences. This paper presents the context of the achievement PISA tests in which Romania has participated  and the results of a survey conducted in two schools of Cluj regarding high school students interest for Physics. 65 subjects were investigated and the results reveal a general lack of interest to study this school subject.

C3. CIASCAI; Liliana, POP-PĂCURAR, Irina, OPRE, Adrian, MIH, Codruţa, 2009, Comparaţie asupra curriculei de ştiinţe a testărilor internaţionale PISA şi TIMSS. Acceptat spre publicare în volumul Învăţarea eficientă: actualitate şi perspective. Studii şi cercetări, Coord: Liliana Ciascai, Maria Eliza Dulamă, Oana-Ramona Ilovan, Editura Presa Universitară Clujeană, Cluj-Napoca, 2009

Abstract. International tests are repetitive investigations carried out to identify the level of students training in the core school curricula (mathematics, science, writing-reading). These tests operate with own curriculum, which is different of them of participants countries. The structure and description of PISA or TIMSS testings curricula is made of a different ways: curriculum PISA explicit the context of sciences learning in correlation with the areas of competency and provides performance descriptors while TIMSS operates with specific skills descriptions. Both curricula aimed at assessing higher levels students' skills of Bloom taxonomy. This monographic study presents examples of items used in testing knowledge, which illustrate the authors concern for anchoring them in the student life experience. Curricular materials of international tests constitute the best practices followed in the reconfiguration of Romanian science curricula, the most important preoccupation of national policy makers during the school years 2009-2010

C4. CIASCAI, Liliana, 2009, Autoreglarea învăţării în contextul problematizării. Acceptat spre publicare în volumul Învăţarea eficientă: actualitate şi perspective. Studii şi cercetări, Coord: Liliana Ciascai, Maria Eliza Dulamă, Oana-Ramona Ilovan, Editura Presa Universitară Clujeană, Cluj-Napoca, 2009

Abstract. Self-Regulated Learning is a paradigm valued in the research and practice of international educational. Also, the problematisation represent a method included in the panoply of active learning methods and is widely used in school. It is based on situation-problem, ie an open question which, by its content contradicts some ideas and beliefs of students, leading him to the status of internal cognitive conflict. Situation-problem solving is a laborious process. In the present study are described tips on the practice of self-regulating in relation to strategy of problematisation.

C5. CIASCAI, Liliana, POP, Adina, POP Cristina-Florina, 2009, Studiu comparativ: programele şcolare de Cunoaşterea mediului şi curricula TIMSS 2007, Acceptat spre publicare în volumul Învăţarea eficientă: actualitate şi perspective. Studii şi cercetări, Coord: Liliana Ciascai, Maria Eliza Dulamă, Oana-Ramona Ilovan, Editura Presa Universitară Clujeană, Cluj-Napoca, 2009

Abstract.  The results of Romanian students at international testing were unsatisfactory. In the present study we aim to achieve a comparative analysis of the school curriculum of school subject Knowledge about the environment and the science curriculum of 2007 TIMSS testing. This analysis seeks to identify skills, knowledge and attitudes that teachers have to train to children to avoid to get such poor results in the future.

C6. Mih, Codruţa, 2009. Aspecte ale funcţionării metacognitive la nivelul elevilor din clasele primare. Volumul conferinţei internaţionale Tradiţii, valori şi perspective în Ştiinţele Educaţiei, Cluj-Napoca, 22-23 mai, 2009

Abstract. The aim of this study was to explore the development of primary school chidren’s  metacognitive knowledge and the development of their comprehension skill in the primary school years. The developmental dynamics between metacognitive knowledge and text comprehension skill across the first school years were investigated. Research on metacogition have convincingly shown that metacognitive knowledge and control of cognitive processes play important roles in comprehension, reading, learning and school performance. Effective comprehension and learning form text call for active thinking and strategic actions. Strategic action in turn are regulated by resources representing three different aspect of metacognition: metacognitive knowledge about cognitive process and strategies, skills to carry out the strategies in practices and control skills to monitor and regulate strategic performance. Specialized metacognitive knowledge, a large repertoire of strategies and high-level regulation have been proven to be among the factor which characterize the superior performance of high achieving students as compared to low-achievers. There is also evidence that metacognitive knowledge and skills can be learn by deliberate instruction and whenever improvement is found in them, improvement is also found in achievement.