The presentation the SALiS team from The Institute of Educational Sciences from Moldova presented at the SALiS Final Conference held in Tibilisi, 27-31 August, 2012

1. SALiS Project in the Institute of
Educational Sciences (IES):
experiences
and
implementation
SALiS Final Conference
Tibilisi, Georgia
August, 28-31 , 2012

2. SALiS • 64.015Euro
Budget
Special • 6649 Euro
Sources

3. IES MAIN GOAL:
Promote and support contemporary scientific
education by developing scientific knowledge
competence of Science teachers from Moldova
through continuous education courses ; thus
contributing to effective implementation of
science in schools.
OBJECTIVES:
-develop conceptual framework /base in accordance to SAliS philosophy;
-develop teacher training theory and methodology through SALiS
(curricula, guides, etc.);
-provide conditions for scientific knowledge competence development within
teacher training course (equipping labs, staff training, etc.)
-ensure effective SALiS project implementation and continuity.

4. CONCEPTUAL
FRAMEWORK
The competence of scientific
knowledge, as a general competence
has been defined as follows:
“an integral unit of student/teacher’s internal
resources, common for
Physics, Bilogy, Chemistry subjects, focused on
an interaction of:
- dialectical reasoning,
- epistemological thinking,
-scientific language use, and
-an adequate behaviour to solve significant
pedagogically modelated situations.“

5. The scientific knowledge competence consists of the following specific
competences which directly correlate with a certain scientific content
of Physics, Chemistry and Biology:

6. The formation of the scientific knowledge
competence runs 4 stages
which should be reflected in a didactic planning of each unit:
fundamental internal
knowledge knowledge
functional external
knowledge knowledge

7. Scientific Knowledge
Competence Development:
For a student/teacher to form the competence of scientific
knowledge as a final acquisition it is necessary:
- To master a set of fundamental knowledge depending on the problem to be solved;
- To develop skills of applying this knowledge in concrete situations for a better
scientific understanding ; this way achieving their functionality;
- To resolve different problem-solving situations; thus constructing their own
functional image of the knowledge;
- To solve the significant daily problems in different contexts , by applying their
final acquision behaviour/attitudes; meaning competences.
the students/teachers’ scientific education developed through the competence
of scientific knowledge should be based on a methodological support and
reasoning through observation, experiment and deduction.

8. Developed Teacher Training
Theory and Methodology
1) 3 SALiS Curricula for Continuous Education of
Chemistry, Biology and Physics Teachers were developed and
translated into English.
The content covers:
-conceptual references
regarding epistemological, managerial, communicative, investi
gative, meta-cognitive competences of Science teachers;
-management of training Curriculum content through 3
modules (Psycho-pedagogy of Interactive Education;
Axiology and Praxeology of Specialty Subject through SALiS;
and IT Use and Implementation of Educational Software);
-ideas about the process, contents and training activities
acquisitions;
-a set of methodological and assessment suggestions.

9. Developed Teacher Training Theory and
Methodology
2) Translated and published a Romanian version of “Low-Cost
Techniques in Science Classroom” guide developed by Nicole
Poppe, Silvija Markic, Ingo Eilks;
3) Elaborated “Methodological Guide of the Implementation of
Curriculum for Continuous Education of Teachers of
Biology, Chemistry and Physics through the
Perspective of SALiS Philosophy” and
4) the guide “Evaluation of the Scientific
Knowledge Competences of Teachers of
Biology, Physics and Chemistry based on
SALiS conception”.

10. Developed Teacher
Training Theory and Methodology
These documents will serve as a methodological support in
teaching SALiS philosophy during Science teachers’ trainings as it
argues conceptual dimensions of continuous development of the
didactic staff from the perspective of SALiS concept and
methodology of scientific knowledge competence development.
They reflect:
-the notion of teachers’ scientific knowledge competence;
-the specific of teachers’ training curriculum;
- the process of school curricula modernization; methodology of
forming scientific knowledge competence;
-active didactic strategies and technologies based on constructivist
teaching-instruction process;
-low-cost equipment in experimental research;
-procedure of evaluating students/teachers’ scientific knowledge;
-unit/lesson planning; and the interdisciplinary aspect in teaching.

11. 3 Equipped SALiS Labs
3 modern training labs of Chemistry, Biology and Physics were
equipped, where participants may develop their scientific knowledge
competence due to innovative approaches to lab-work
instruction, such as: inquiry-type strategies, open lab tasks or
cooperative learning in the lab environment.

12. January-June, 2012: trained 323 Science
Teachers from Moldova
The thematic content presented an instructive and applying
character, which was delivered in form of
seminars, workshops, case studies, and lab-experiments;
thus contributing to developing professional competence of science
specialists from the country.

13. Opened the Center of Didactic Excellence
On bases of SAliS labs was opened The Center of Didactic Excellence
with the mission of developing educational software for
teaching Science.

14. Presentations on
SALiS issues at the
Specialized Scientific
Council, international
conferences, local
seminars and
trainings
4 scientific
Publishing
articles in SALiS
“Univers
Pedagogic Pro” Disse Newsletter for
a large
newspaper and
“Univers mina audience of
didactic staff
Pedagogic”
scientific tion from the
country
journal
Designing a web site
on IES project’s
activity www.proiecte-
ise.md and
continuously updating
the information about
SALiS.

15. Perspective view…
Implementation
Providing all Science
in mass of SALiS
teachers from
philosophy through
the country with the set
teacher training
of methodological
courses
guides developed within
(~700 Science teacher
SALiS project
per year)

16. Thank You for Inspiration,
Support
and
Collaboration!!!
To Be Continued…