1,720,976 research outputs found
THE PLACE OF OUTDOOR LEARNING ACTIVITIES IN THE ROMANIAN CORE PROCUREMENT CURRICULUM: doi>10.24250/JPE/1/2020/HT
No full textThe educational systems are in search of teaching learning strategiesthat can make every day learning more efficient. Outdoor education is oneof the modern strategies that was introduced in the daily routines of pupils,leading to behavioral changes and competency acquirements. In theRomanian educational systems, outdoor education can be found in theofficial educational documents and some teachers have introduced it intheir daily routines. Still there are some questions about the theoretical andthe practical place that it takes in the learning process. This research, is abrief analysis on the elements that can be found in the scholar curriculum,and belong to the outdoor educational field, at the core procurement level.The results are important because of the impact that is has on theeducational practices at the level of the classroom. Teachers interested inthis area can observe that the curriculum that is used in the Romanianschools supports outdoor education as a practice at all levels, especially atthe core procurement level
THE PLACE OF OUTDOOR LEARNING ACTIVITIES IN THE ROMANIAN CORE PROCUREMENT CURRICULUM
No full textThe educational systems are in search of teaching learning strategies that can make every day learning more efficient. Outdoor education is one of the modern strategies that was introduced in the daily routines of pupils, leading to behavioral changes and competency acquirements. In the Romanian educational systems, outdoor education can be found in the official educational documents and some teachers have introduced it in their daily routines. Still there are some questions about the theoretical and the practical place that it takes in the learning process. This research, is a brief analysis on the elements that can be found in the scholar curriculum, and belong to the outdoor educational field, at the core procurement level. The results are important because of the impact that is has on the educational practices at the level of the classroom. Teachers interested in this area can observe that the curriculum that is used in the Romanian schools supports outdoor education as a practice at all levels, especially at the core procurement level
INTRODUCING NEW EDUCATION TYPES: TEACHERS` OPINIONS ON OUTDOOR EDUCATION
No full textIn our modern society, there is a continuous development. This development requires new approach in the educational field. In order to fulfill the progressive need that society is bringing towards the formal and non-formal educational fields, teachers have to be ready to continuously learn and develop themselves. The ideal situation would be that educational institutes overcome this need, before these even appear. This mean that teachers have to always be a step before society and to prepare competent individuals, ready to integrate in the society and develop and change, mostly adapt in every situation, completing its needs efficiently. One of the most effective ways of doing this is to permanently develop, learn and participate to classes where they can learn about new methods and even new education types, so that ultimately they can apply them in their classes. In this work, we would like to present a study on the situation of one new education type, or educational method as it is used by the group of analysis, which is outdoor education, and also to present the perceptions and actual knowledge of a number of teachers from Arad. The main method used was the questionnaire and there were 117 preschool and primary school teachers that responded, also a smaller number of sociologists, psychologists and teachers that work in the field of special education
The Development Of Communication Skills Through Outdoor Canoeing Activities In Primary School
No full textTHE DEVELOPMENT OF FREEDOM SENSE AT THE CORE PROCUREMENT CYCLE THROUGH FORMAL OUTDOOR ACTIVITIES
Full text linkThe role of primary school is not only thedevelopment of academic skills, but also the development oflife skills, that prepare the individual for life. Unfortunately,more and more teachers, enhance the need of literacy andnumeracy, neglecting the fulfilment of psychological andsocial needs of each primary school pupil. This brief study,presents the role of a broader skillset that can be developedwithin child led activities in the primary school classes. Thereis also a research part, which shows that in a very smallamount of time, the sense of freedom at the cycle offundamental acquisitions, was developed through activitiesthat belong to formal outdoor education. The main instrumentthat was used was the questionnaire, addressed to theparticipant pupils and also the observation protocol that wasdeveloped with the help of all participant primary schoolteachers
SOCIAL AND PSYCHOLOGICAL ASPECTS OF OUTDOOR EDUCATION
Full text linkOne of the most important objectives of nowadays education is to develop useful members of the society. This is only valid if the individual is socially and psychologically developed. How can this be possible? Well, the answer is in the organization of activities in which pupils can practice group cohesion, cooperation, respect, self-esteem, self-discipline and the care for others and their well-being. Outdoor activities can be the perfect answer for this social need. During this study, we try to present the most important social and psychological aspects of outdoor learning and examples of how it can be put into practice
RISK MANAGEMENT IN OUTDOOR LEARNING EXPERIENCES
No full textOutdoor education is a new type of education, and it is also usedas a learning method. In this article, we would like to present, mainlythe results of a brief research on the risks that are involved inoutdoor education activities. Also we would like to show the opinionsof teachers regarding this topic, and the main reasons they don’tintegrate outdoor learning in the daily activities of their classes.These results are the outcome of a research that was made in AradCounty that involved a number of 120 teachers, from primary andpreschool educational field, and some of them belonging to othereducational areas, such as sociology, psychology and even differentmiddle school subjects. The main instrument used was thequestionnaire. Conclusions show a great interest of primary andpreschool teachers regarding this topic and they show openness tofind out more about how to offer quality education, even throughoutdoor learning activities
INVOLVEMENT OF TEENAGERS IN THE BEHAVIOR OF BULLYING & CYBER VIOLENCE: 10.24250/JPE/2/2022/HT/AA
No full textThe terms of bullying and cyberbullying have been more and more present in the educational systems all over the world. The changing social life and the increase of technological resources, has brought to different forms of aggressiveness within children and teenagers. Bullying is a form of aggressive behavior in which someone intentionally and repeatedly assaults, harasses, harasses or intimidates another person. Bullying can be physical, verbal or in the form of more subtle actions. It involves an imbalance of power between two people, most often children or teenagers. Cyberbullying means bullying through the use of digital technologies. It can happen on social networks, messaging platforms, gaming platforms and mobile phones. It is a repeated behavior in order to scare, anger or humiliate those targeted. Face-to-face bullying and online bullying can occur simultaneously. Cyberbullying leaves recordings that can prove useful and provide the evidence needed to end the aggression. Schools, have to find new ways to fight this trend. The present article, shows a brief theoretical approach on the main concepts, and deeper research on the situation of cyber violence in public schools from Iraq, Baghdad
EARLY CHILDHOOD EDUCATION AND PRIMARY EDUCATION IN ROMANIA: NEW DIRECTIONS IN TEACHER TRAINING AND CURRENT CHALENGES : 10.24250/jpe/2/2025/CEB/HT/
No full textRecent reforms in Romanian higher education, particularlythe separation of the traditional Pedagogy of Primary andPreschool Education program into two distinctspecializations—Early Childhood Education and PrimaryEducation Pedagogy—have generated extensive debatewithin the academic and professional community. Thisliterature review synthesizes national and internationalperspectives on the implications of this reform for teachereducation, curriculum design, and quality assurance.Drawing on policy documents, ARACIS evaluationstandards (2024–2025), European frameworks such as theEurydice and OECD Starting Strong reports, and scholarlyanalyses, the article examines the theoretical, pedagogical,and economic arguments for and against specialization.Findings from the reviewed literature highlight bothalignment with European trends in differentiated teachertraining and concerns about fragmentation, duplication ofresources, and loss of integrative pedagogical vision. Thereview also explores how institutional capacity,educational effectiveness, and quality management—corecomponents of the ARACIS framework—are addressed incurrent debates. By mapping these perspectives, the articleaims to provide an evidence-based, balancedunderstanding of the reform and to identify areas requiringfurther research and policy clarification
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