Cognitive and Emotional Dimensions Recorded when Implementing Specific Responsible Research and Innovation Aspects in Science Lessons

Authors

  • Elena Ancuța Santi Teaching Assistant Ph.D., Valahia University Targoviste, Romania
  • Gabriel Gorghiu Prof. Ph.D., Valahia University Targoviste

DOI:

https://doi.org/10.18662/rrem/147

Keywords:

cognitive, affective, Science, Responsible Research and Innovation, IRRESISTIBLE Project

Abstract

At the age when the mental processes involved in learning and the interest of students are at a high level of development, the school must find the opportunities and paths that are best suited for making their effective covering in practice. Teen-agers broaden their sphere of interest, explore the cognitive and practical skills, feel the need to engage in novel and valuable projects, and - in this respect - science lessons represent opportunities to manifest their abilities. The classical approach - in which there is little emphasis on making experiments, and the creation of contexts from which the student discovers, investigates, seeks solutions -, does not correspond to the cognitive, affective and motivational profile of nowadays students. Students do not like a passive role, they want to be actively involved in the process of knowledge, to initiate demarches, to be leaders and to be free to practice their creativity and inventiveness. Science disciplines should not be seen like abstracting of contents - far from the students’ knowledge interests - but should give them the opportunity to intervene directly in experiments, independently, stimulating in this way their desire to search and to seek answers. The student learns better by doing, not just by seeing or hearing. Responsible Research and Innovation - through its specific dimensions - is able to create proper frames for making students very interested in science, adapting the learning demarches by rethinking the lessons as opportunities to capitalize the cognitive and affective features of students’ personality in the learning process.

Author Biographies

Elena Ancuța Santi, Teaching Assistant Ph.D., Valahia University Targoviste, Romania

Teaching Assistant Ph.D., Valahia University Targoviste, Romania

Gabriel Gorghiu, Prof. Ph.D., Valahia University Targoviste

Prof. Ph.D., Valahia University Targoviste

References

Alsop, S., & Watts, M. (2003). Science education and affect. International Journal of Science Education, 25, 1043-1047

Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom’s Taxonomy of Educational Objectives. New York: Pearson, Allyn & Bacon

Anghel, G.A., Gorghiu, G., & Măntescu, G. (2016). Valorization of RRI Dimensions in Non-Formal Education. A Case Study Related on a Thematic Exhibition in Museum, In: A. Sandu, A. Frunză, T. Ciulei, & LM. Gorghiu (eds.), Multidimensional Education & Professional Development. Ethical Values. Proceedings of 7th LUMEN International Scientific Conference on Multidimensional Education and Professional Development. Ethical Values, Bologna: Medimond, 21-25

Bloom, B.S. (ed.), Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.

Cârstoiu, J., Mihailciuc, C., Zus, R. (coord.) (2013). Învăţarea ştiinţelor: ghid metodologic pentru un demers didactic eficient. Bucureşti: Editura Didactică şi Pedagogică.

Gatt, S., & Armeni, LS. (2013). Science Education in Europe: Pedagogical Challenges. International Journal for Cross-Disciplinary Subjects in Education, 4(3), 1222-1226.

Gemene, C., Unguru, E., & Sandu, A. (2018). Sociological Perspectives on the Quality of Life Correlated with the State of Health. Postmodern Openings, 9(3), 76-98. doi:http://dx.doi.org/10.18662/po/37

Gorghiu, G., Măntescu, G., & Olteanu, RL. (2016). Students Attitudes Concerning the Value Chain of Solar Energy - An Approach to Learn Climate Change Issues. Proceedings of 6th World Congress of Psychology and Behavioral Sciences - Management, Psychology, Political and Social Science, ISCDBU Inc., 85-89. Available from: http://www.europeansp.org/files/cd_papers/r_194_170123105916.pdf

Gorghiu, G., Petrescu, A.M.A. (coord.) (2016). Instruirea elevilor în domeniul ştiinţelor. 10 scenarii didactice inovative. Promovarea dimensiunilor cercetării responsabile şi inovării în educaţia pentru ştiinţe. Bucureşti: Editura Universitară.

Hayes, J.C., & Kraemer, D.J.M. (2017). Grounded understanding of abstract concepts. The case of STEM learning, Cognitive Research, 2(1):7, doi:10.1186/s41235-016-0046-z

Perrier, F., & Nsengiyumva, JB. (2003). Active science as a contribution to the trauma recovery process. Preliminary indications with orphans for the 1994 genocide in Rwanda. International Journal of Science Education, 25, 1111-1128

Petrescu, A.M.A., Gorghiu, G., & Gorghiu, L.M. (2016). The Role of Non-formal Activities on Familiarizing Students with Cutting-Edge Science Topics. In: V. Chiş, & I. Albulescu (eds.), ERD 2016 - Education, Reflection, Development - Fourth edition. European Proceedings of Social and Behavioural Sciences, vol. 18, 458-463

Rocard, M., Csermely, P., Jorde, D., Lenzen, D., Walberg-Henriksson, H., Hemmo, V. (2007). Science Education NOW: A Renewed Pedagogy for the Future of Europe. Available from: https://ec.europa.eu/research/sciencesociety/document_library/pdf_06/report-rocard-on-scienceeducation_en.pdf

Welz, W., Schlunk, S., Schulze, J., & Lührs, E. (coord). (2010). Teaching Science in Europe 3. What European teachers can learn from each other. Berlin: Science on Stage Deutschland e.V. Available from: https://www.science-on-stage.de/ download_unterrichtsmaterial/Teaching_Science_in_Europe_3_en_web.pdf

Zubrzycki, J. (2016). Teens Like Science, Not Science Class, Study Finds. Education Week Blogs, Available from: http://blogs.edweek.org/edweek/curriculum/2016/06/teens_like_science _not_science.html

Downloads

Published

2019-09-30

How to Cite

Santi, E. A., & Gorghiu, G. (2019). Cognitive and Emotional Dimensions Recorded when Implementing Specific Responsible Research and Innovation Aspects in Science Lessons. Revista Romaneasca Pentru Educatie Multidimensionala, 11(3), 224-234. https://doi.org/10.18662/rrem/147

Most read articles by the same author(s)


Publish your work at the Scientific Publishing House LUMEN

It easy with us: publish now your work, novel, research, proceeding at Lumen Scientific Publishing House

Send your manuscript right now