dc.contributor.author |
CALALB, Mihail |
|
dc.date.accessioned |
2025-09-30T16:38:58Z |
|
dc.date.available |
2025-09-30T16:38:58Z |
|
dc.date.issued |
2025 |
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dc.identifier.citation |
CALALB, Mihail. Components of science competence. În: Perspective interdisciplinare asupra predării şi învăţării ştiinţelor: Conferinţă ştiinţifică naţională cu participare internaţională: Eveniment online, 11 aprilie 2025 = Multidisciplinary perspectives on science teaching and learning : Scientific conference with international participation: Online event, April 11, 2025, [Chişinău]: Conference proceedings. Chișinău: CEP UPSC, 2025, pp. 77-92. ISBN 978-9975-48-271-4. |
en_US |
dc.identifier.isbn |
978-9975-48-271-4 |
|
dc.identifier.uri |
http://dir.upsc.md:8080/xmlui/123456789/7897 |
|
dc.description.abstract |
The article explores the structure of students’ scientific competence through the lens of five essential components: knowledge of definitions, knowledge of measurement units, application of formulas in solving simple problems, ability to solve problem situations, and the use of scientific language. Empirical data collected from the application of the Integrated Constructivist Model (ICM) in physics lessons are analyzed, highlighting the differentiated impact of the ICM on each component in grades 6, 8, and 10. An interpretation of learning gain and effect size is proposed to better understand the pedagogical effectiveness of the model. The highest learning gain was recorded in grade 8th for scientific language – 1.39, and in grade 10th for understanding measurement units – 0.91, and for solving problem situations – 0.39. Likewise, the largest effect size was observed for scientific language (ranging from 0.6 to 0.9), while the smallest was for the application of formulas (ranging from 0.2 to 0.4). The smallest effects were observed in 6th grade, and the highest in 8th grade. The general construct of scientific competence is also analyzed, and its evolution in students of different ages is presented. It is emphasized that components such as coherent scientific expression, the ability to solve complex problem situations, and the ability to apply learned formulas in solving simple problems account for approximately 60% of scientific competence. |
en_US |
dc.language.iso |
en |
en_US |
dc.publisher |
Universitatea Pedagogică de Stat "Ion Creangă" |
en_US |
dc.subject |
Scientific competence |
en_US |
dc.subject |
Integrated constructivist model |
en_US |
dc.subject |
Scientific language |
en_US |
dc.subject |
Physics education |
en_US |
dc.title |
Components of science competence |
en_US |
dc.type |
Article |
en_US |