SScciieennttiiffiicc BBuulllleettiinn--EEdduuccaattiioonn SScciieenncceess SSeerriieess Bulletin Scientifique - La Série Sciences de L`Éducation Buletin ŞtiinŃific - Seria ŞtiinŃele EducaŃiei
University of Piteşti Publishing House Les Presses Universitaires de Piteşti
Editura UniversităŃii din Piteşti
no. 1_2010
SSCCIIEENNTTIIFFIICC BBOOAARRDD__ Colegiul de redacŃie
� Professor Dr. Nikos P. TERZIS, president of Balkan Society for Pedagogy and Education
[GREECE] � Assoc. professor Dr. Cristine BERZIN, Centre Universitaire de Recherche en Sciences de
L’education et en Psychologie (CURSEP), Université de Picardie Jules Verne, Amiens [FRANCE]
� Professor Dr. Claude CARPENTIER, Centre Universitaire de Recherche en Sciences de L’education et en Psychologie (CURSEP), Université de Picardie Jules Verne, Amiens [FRANCE]
� Professor Dr. Emel ULTANIR, Faculty of Education Sciences, The Counseling and Psychological Orientation Department , University of Mersin [TURKEY]
� Professor Gurcan Y. ULTANIR, Faculty of Education Sciences, University of Mersin [TURKEY]
� Professor Dr. Athina SIPITANOU, Faculty of Philosophy School of Philosophy and Education, Department of Education, Aristotle University [GREECE]
� Professor Dr. Dan POTOLEA, University of Bucharest [ROMANIA] � Professor Dr. Emil PĂUN, University of Bucharest [ROMANIA] � Professor Dr. Viorel NICOLESCU, University of Bucharest [ROMANIA] � Professor Liliana EZECHIL, Dept. for Teachers Training, University of Piteşti [ROMANIA] � Assoc. professor Dr. Venera COJOCARIU, University of Bacău [ROMANIA] � Assoc. professor Dr. Ecaterina VRĂŞMAŞ, University of Bucharest [ROMANIA] � Assoc. professorv Lucian CIOLAN, University of Bucharest [ROMANIA] � Assoc. professor Dr. Gabriela CRISTEA, Spiru Haret University, Bucharest [ROMANIA] � Lecturer Dr. Elisabeta GEORGESCU, Ministry of Ed., Research & Youth [ROMANIA] � Lecturer Dr. LaurenŃiu MITROFAN, Psychology Department, Faculty of Psychology and
Educational Sciences, University of Bucharest [ROMANIA] EEDDIITTOORRIIAALL BBOOAARRDD__Colectivul de redacŃie
� Editor in chief__ Redactor şef, Professor Dr. Liliana EZECHIL [ROMANIA] � Assistant editor in chief__Redactor şef adjunct, Lecturer Dr. Emanuel SOARE [ROMANIA] The full responsibility for the scientific content of the papers and for the accuracy of graphical representation is assumed by the authors Responsabilitatea pentru conŃinutul ştiinŃific al materialelor prezentate şi pentru acurateŃea reprezentărilor grafice revine, în întregime, autorilor.
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Notă
Materialul de faŃă respectă condiŃiile de prezentare şi organizare a informaŃiei
ştiinŃifice promovate la nivel internaŃional de către APA (American Psychology
Association)
Observation
The present volume closely follows the conditions regarding the presentation and
organization of the scientific information promoted at an international level by APA
(American Psychology Association)
CONTENTS
I. PHYLOSOPHY OF EDUCATION
CRISTEA Sorin. Specific pedagogical knowledge. University of
Bucharest [ROMANIA] .................................
PANĂ Cristina Mariana. The relationship between the university
and the labour market. University of Bucharest [ROMANIA]
........................................................................
II. EDUCATIONAL PSYCHOLOGY
CRISTEA Gabriela. The relationship between general
psychology and educational psychology. „Spiru Haret” University,
Bucharest [ROMANIA] .....................................
DRĂMNESCU Marin. Educational psychology. North American
landmarks. „Lumina” University, Bucharest [ROMANIA]
........................................................................
TUDOR Sofia Loredana. Investigative study on effects of using
interactive teaching strategies group on developing students'
motivation for learning. University of Pitesti [ROMANIA]
........................................................................
STEGĂRESCU Ioan-Emil. Methods of assessing violence in
schools - investigative study. University of Bucharest
[ROMANIA] ........................................................................
BOZOĞLAN Bahadır. University students’ views concerning
conflict. Selcuk University of Konya, [TURKEY]
………………………………………………...
III. EDUCATION THROUGH MUSIC
KARAFILLIDIS Vangelis. Issues on music theory teaching.
Music High School, Komotini [GREECE] ...........
IV. ICT IN EDUCATION
BOGDANOVIĆ Milena. Some aplications of the Graph Theory
in computer science. University of Niš [SERBIA]
………………………………………………………………
POPESCU Georgiana, DUMINICĂ Delia. Learning resources
of the media. University of Pitesti [ROMANIA]
................................................................................................
CUPRINS
I. FILOSOFIA EDUCAłIEI
CRISTEA Sorin. Cunoaşterea pedagogică specifică. Universitatea
din Bucureşti [ROMÂNIA] ..............................
PANĂ Cristina Mariana. RelaŃia dintre Universitate şi piaŃa
muncii. Universitatea din Bucureşti [ROMÂNIA] ........
II. PSIHOLOGIA EDUCAłIEI
CRISTEA Gabriela. RelaŃia dintre psihologia generală şi
psihologia educaŃiei. Universitatea „Spiru Haret”, Bucureşti
[ROMÂNIA] ..........................................................................
DRĂMNESCU Marin. Psihologia educaŃiei. Repere Nord
Americane. Universitatea Europei de Sud-Est Lumina, București
[ROMÂNIA] ..........................................................
TUDOR Sofia Loredana. Studiu investigativ privind efectele
utilizării strategiilor didactice interactive de grup asupra dezvoltării
motivaŃiei pentru învăŃare a elevilor. Universitatea din Piteşti
[ROMÂNIA] ...................................
STEGĂRESCU Ioan-Emil. Metode de evaluare a violenŃei în
şcoală – Studiu investigativ. Universitatea din Bucureşti
[ROMÂNIA] ..........................................................................
BOZOĞLAN Bahadır. Perspectivele studenŃilor asupra
conflictului. Universitatea Selcuk din Konya [TURCIA]
..................................................................................................
III. EDUCAłIA PRIN MUZICĂ
KARAFILLIDIS Vangelis. Aspecte privind predarea teoriei
muzicii. Liceul de muzică din Komotini [GRECIA] .............
IV. ICT ÎN EDUCAłIE
BOGDANOVIĆ Milena. Unele aplicaŃii ale Teoriei Graficelor în
ştiinŃa calculatoarelor. Universitatea din Niš [SERBIA]
................................................................................
POPESCU Georgiana, DUMINICĂ Delia. Resursele de învăŃare
ale mass-media. Universitatea din Piteşti [ROMÂNIA]
..........................................................................
I. PHYLOSOPHY OF EDUCATION
I. FILOSOFIA EDUCAłIEI
SPECIFIC PEDAGOGICAL KNOWLEDGE
Cunoaşterea pedagogică specifică
Sorin CRISTEA(*) University of Bucharest [ROMANIA]
Abstract
In this study we consider the specific evidence of knowledge in pedagogy / science
teacher / science education. The issue is important epistemological and praxiological
plan. Multiplication phenomenon is an urgent need for science education in modern
and postmodern pedagogy, without clarifying the epistemological status of each
clearly introduced new disciplines legitimate social and sometimes even academic.
The demonstration aims pursued epistemological perspective of historical analysis
and logistics. Historical perspective illustrates the main paradigm stated in the
history of pedagogy. Logistics perspective illustrates the current paradigm in the
context of pedagogy axioms, stated in postmodern pedagogy - curriculum paradigm.
Key words: epistemology, paradigms, pedagogic knowledge
References
Comenius, Jan Amos, (1970), Didactica magna, trad., Editura Didactică şi
Pedagogică, Bucureşti
Cristea, Sorin, Fundamentele pedagogiei, (2010), Editura Polirom, Iaşi
Dewey, John, (1992), Fundamente pentru o ştiinŃă a educaŃiei, trad., Editura
Didactică şi Pedagogică, Bucureşti
(*)Professor Dr., Competences in pedagogy, curriculum, history of education and related areas, Email: [email protected]
D’Hainaut, L., coord., (1981), Programe de învăŃământ şi educaŃia permanentă,
trad., Editura Didactică şi Pedagogică, Bucureşti
Durkheim, Emile, (1980), EducaŃie şi sociologie, trad., Editura Didactică şi
Pedagogică, Bucureşti
Faure, Edgar, sub redacŃie (1974), A învăŃa să fii. Un Raport UNESCO, trad.,
Editura Didactică şi Pedagogică, Bucureşti
Garrido, Jose, Luis, Garcia, Fundamente ale educaŃiei comparate, (1996), Editura
Didactică şi Pedagogică, Bucureşti
Kuhn, Thomas, S., (1999), Structura revoluŃiilor ştiinŃifice, trad., Editura
Humanitas, Bucureşti
Mialaret, Gaston, Pedagogie generale, (1991), Presses Universitaires de France,
Paris
Păun, Emil; Potolea, Dan, Pedagogie. Fundamentări teoretice şi demersuri
aplicative, (2002), Editura Polirom, Iaşi
Piaget, Jean, Psychologie ete epistemologie, (1970), Edition Gonthier, Paris
Tyler, Ralph, W. (1969), Basic Principles of Curriculum and Instruction, The
University of Chicago Press, Chicago şi Londra.
THE RELATIONSHIP BETWEEN THE UNIVERSITY AND
THE LABOUR MARKET
RelaŃia dintre Universitate şi piaŃa muncii
Cristina-Mariana PANĂ (*)
University of Bucharest [ROMANIA]
Abstract
The following study considers one of the most debated areas of education policy,
namely the relationship between the university and the labor market. In a knowledge
economy and society, the university finds itself in the position of rethinking its
functions, on the one hand due to pressures from different stakeholders, and
secondly because of the current times’ metamorphosis. Thus the university has a
third function, in addition to the teaching and research and economic and social
development ones (Etzkowitz, H., 2004, 65). University can play an active role
within the society through the transfer of new knowledge to the labor market. A
good example is the Spanish Program entitled “Campus of International Excellence”
that is worth mentioning.
Key words: entrepreneurial education, knowledge transfer, labour market,
university.
References
Etzkowitz, H. (2004). The evolution of the entrepreneurial university. Int. J.
Technology and Globalisation, 1,
http://www.sussidiarieta.net/site/Sussidiari/Biblioteca/Capitale-
U/Formazione/f512116827411093.pdf, accesat la 2 februarie 2009.
(*) PhD student. Pană Cristina-Mariana, e-mail: [email protected]
European Commision. (2009). A new partnership for the modernisation of
universities: the EU Forum for University Business Dialogue. http://eur-
lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2009:0158:FIN:EN:PDF.
Accesat la 4 noiembrie 2009.
European Commision, Entreprise and Industry Directorate-General. (2008).
Entrepreneurship in Higher Education, Especially in Non-Business Sttudies.
Final Report of The Expert Group.
Luczkiw, E. (2008). Entrepreneurship Education in an Age of Chaos, Complexity
and Disruptive Change. În Potter, J. (ed.). Entrepreneurship and Higher
Education (pp. 65-93). OECD.
http://browse.oecdbookshop.org/oecd/pdfs/browseit/8408031E.PDF, accesat la
2 iunie 2010.
Mitra, J. & Manimala, M. (2008). Higher Educations Role in Entrepreneurship and
Economic Development. În Potter, J. (ed.). Entrepreneurship and Higher
Education (pp. 45-64) OECD.
http://browse.oecdbookshop.org/oecd/pdfs/browseit/8408031E.PDF, accesat la
3 iunie 2010.
Mureșan, V. (2002). Universitatea antreprenorială în România: patternul
schimbării. În Mureșan, V. (coord.). Manifest pentru o universitate
antreprenorială (pp. 57-81). București: Punct.
Wilson, K. (2008). Entrepreneurship Education in Europe. În Potter, J. (ed.).
Entrepreneurship and Higher Education. OECD.
http://browse.oecdbookshop.org/oecd/pdfs/browseit/8408031E.PDF, accesat la
3 iunie 2010.
Campus de Excelencia International Convocatoria CEI 2010 Presentacion de los
proyectos seleccionados http://www.educacion.es/dctm/campus-
excelencia/2010-convocatoria/2010-10-19-
ceiproyectos.pdf?documentId=0901e72b80523ec4 accesat 3 martie 2011.
Gobierno de Espana. Estrategia Universidad 2015
http://www.ugr.es/~feteugt/elecciones/abierto/txts/estrategia_universidad_2015
.pdf accesat 15 martie 2011.
II. EDUCATIONAL PSYCHOLOGY
II. PSIHOLOGIA EDUCAłIEI
THE RELATIONSHIP BETWEEN GENERAL
PSYCHOLOGY AND EDUCATIONAL PSYCHOLOGY
RelaŃia dintre psihologia generală şi psihologia educaŃiei
Gabriela C. CRISTEA (*)
Spiru Haret University of Bucharest [ROMANIA]
Abstract
The relationship between general psychology and educational psychology can be
analyzed from two perspectives: 1) the perspective of psychological science, 2) the
perspective of education sciences / pedagogy. From the perspective of psychological
science, psychology education is a branch of applied psychology nature. From the
perspective of educational sciences, psychology, education is considered a science
education. Epistemological point of view, it is built at interdisciplinary.
Key words: general psychology, educational psychology, epistemology
References
Allport. G.W., Structura şi dezvoltarea personalităŃii, (1991), Editura Didactică şi
Pedagogică, Bucureşti
Ausubel, D,P.; Robinson, F.G., (1981), ÎnvăŃarea în şcoală. O introducere în
psihologia pedagogică, Editura Didactică şi Pedagogică, Bucureşti
Cosmovici, L.; Iacob, L., (1999), Psihologie şcolară, Editura Polirom
CreŃu, Tinca, Psihologia vârstelor (2009), Editura Polirom, Iaşi
DicŃionar de psihologie, coord. Şchiopu, U., (1997), Editura Babel, Bucureşti
(*) Assoc. professor, Department for Teachers Training. Competence areas: general pedagogy, the psychology of education, the history of pedagogy, class management, Email: [email protected]
Golu, M., Fundamentele psihologiei, vol. II (2000), Editura FundaŃiei “România de
Mâine”, Bucureşti
Hayes, N; Sue, O., (1997), Introducere în psihologie, Editura ALL. Bucureşti,
Maslow, A.H., (2009), MotivaŃie şi personalitate, Editura Trei, Bucureşti
Popescu-Neveanu, P., (1978), DicŃionar de psihologie, Editura Albatros, Bucureşti
Popescu-Neveanu, P.; CreŃu, T.; Zlate, M., sub redacŃie, (1987), Psihologie şcolară,
Universitatea din Bucureşti, Bucureşti
Zlate, M., (1994), Introducere în psihologie, Casa de Editură şi Presă “ŞANSA”,
SRL, Bucureşti
Zlate, M., coord., (2001), Psihologia la răspântia mileniilor, Editura Polirom, Iaşi
EDUCATIONAL PSYCHOLOGY. NORTH AMERICAN
LANDMARKS
Psihologia educaŃiei. Repere nord-americane
Marin DRĂMNESCU (*)
„Lumina” University, Bucharest [ROMANIA]
Abstract
This paper deals with issues regarding educational psychology. The authors start
from an empirical finding. All teachers recognize the importance of educational
psychology in improving public education. They agree with the theories and
principles launched within the research in educational psychology and and give the
impression that they have fully understood. Once they reach the class "they drop too
fast the thin layer of theoretical knowledge and start soon working after the
operational rules learned in classes of methodology (which are in disagreement with
the psychological theory) or taking the example of their teachers" (David P Ausubel
and Floyd G Robinson Learning in School.An Introduction to Educational
Psychology, p.3-4) This finding requires rethinking the psychology of education and
supporting it at a higher level of interdisciplinarity.
Key words: educational psychology, study object, north – American landmarks
References
David P Ausubel and Floyd G Robinson School Learning. An Introduction to
Educational Psychology, Holt, Rinehart and Winston, New York, 1969
David P Ausubel and Floyd G Robinson Learning in School. An Introduction to
Educational Psychology, Didactic and Pedagogic Publishing House,
Bucharest, 1981
(*) Lecturer. PhD student, „Lumina” University, Bucharest, Romania
Joel R Davitz and Samuel Ball, Psychology of the Educational Process, McGraw-
Hill Companies, Inc..New York, 1970
Joel R Davitz The Educational Psychology and Samuel Ball, Teaching and
Pedagogical Publishing House, Bucharest, 1978.
Alan Bowd , Daniel McDougall , Carolyn Yewchuk, Educational Psychology for
Canadian Teachers 1994
Sorin Cristea, Theories of Learning. Models of Training. Didactic and Pedagogical
RA, Bucharest, 2005
INVESTIGATIVE STUDY ON EFFECTS OF USING
INTERACTIVE TEACHING STRATEGIES GROUP ON
DEVELOPING STUDENTS' MOTIVATION FOR LEARNING
Studiu investigativ privind efectele utilizării strategiilor didactice interactive de
grup asupra dezvoltării motivaŃiei pentru învăŃare a elevilor
Sofia Loredana TUDOR (∗∗∗∗)
University of Pitesti [ROMANIA]
Abstract
Establishing the effectiveness of teaching achieved in the circumstances of passing
from an instructive-educational approach, centered on the teacher, to an approach
centered on the student that would subscribe to modern paradigmatic, socio-
constructive trends, in the frame of the continuous development of modern
information and communication technologies implies a thorough knowledge of the
students’ capabilities and cognitive abilities, as well as of the best attitude towards a
modern teaching approach.The present study intends to analyse how stimulation
and development of interest-attitude towards learning, as a motivational structure,
occur. As research method we employ the questionnaire-based inquiry, having as
research tools two questionnaires built on and validated according to specific
methodological requirements. The panel of subjects is made up of 74 in Primary
School Children children in Arges County.
∗ University Assistant, Educational Sciences Faculty, University of Pitesti,
Romania. Graduated of the Educational Sciences Faculty, University of Bucharest, specialized in Pedagogy. Master’s Degree in „Management and Educational Assessment” within the same university. Research interests in: educational management, curriculum theory and assessment theory, continuous training of teachers in primary/pre-school education. Email: [email protected]
Key words: modern information and communication technologies, interactive
teaching strategies, motivational sphere/domain, learning motivation.
References
Cerghit, I., 1988, “Teaching Strategy – a Means of Optimally Combining Teaching
Methods and Means”, in: Pedagogy Lecture (coord. I. Cerghit, L. Vlăsceanu,
TUB, 1988).
Cerghit, I., 2002, “Alternative and Complementary Training Systems. Structures,
Styles and Strategies”, Bucharest, Aramis Publishing House.
Cerghit, I.; Neacşu, I.; NegreŃ-Dobridor, I.; Pânişoară, I.O., 2001, “Pedagogical
Lectures”, Iaşi, Polirom Publishing House.
Oprea, C. L., 2007, Interactive Teaching Strategies”, Bucharest, EDP Publishing
House.
Păun, E.; Potolea, D. (coord.), 2002, “Pedagogy. Theoretical Fundaments and
Applicative Steps”, Iaşi, Polirom Publishing House.
METHODS OF ASSESSING VIOLENCE IN SCHOOLS -
INVESTIGATIVE STUDY
Metode de evaluare a violenŃei în şcoală – Studiu investigativ
Ioan-Emil STEGĂRESCU (*)
University of Bucharest [ROMANIA]
Abstract
Whatever their physical or mental nature, all manifestations of violence
can be taken, inevitably, and within the school environment. Some researchers
consider that the concept of violence is in direct line with the notion of deviance.
They explained the phenomenon of deviance as behaviors and states that all persons
of a group it considers to be inconsistent with expectations, their values and norms
and therefore can generate from their disapproval and penalty. Such an opportunity
to study cognitive violence as a result of mutual conditioning of what is currently
shown so far, requires consideration of many diverse and interrelated causes.
Key words: assesing, violence, deviance
References
Arriaga X.B., Foshee, V. (2004), Adolescent dating violence: Do adolescents follow
in their friends', or their parents' footsteps?, Journal of Interpersonal Violence
19 (2004), pp. 162–184.
Barron, R.A. (1977), Human Aggression, New York, Plemm.
(*) Lecturer, Degree in Psychology, University of Bucharest, Master in
Organizational and Economic Psychology, University of Bucharest, teaches „The Fundamentals of Psychology”; „The Psychology’s age”; „The Educational Psychology”; the Department of the Pedagogy for Primary and Preschool Education- Buzău branch, University of Bucharest.
Bethina Gresyik ş.a (1995), Gewalt in der Schule./ Violence in schools in Germany /
(Results from a survey conducted in the city of Kassel – Germany). În:
Zeitschrift fur Padagogik, Nr.2, mar.–apr. 1995, p.265–283.
Boudon, R. (1997), Treaty of sociology, Bucharest, The Humanitas Publishing
House, p. 440.
Cerghit, I. (2002), Alternative and Complementary Learning Systems, Bucharest,
The Aramis Publishing House.
Debarbieux, E. (1996), La violence en milieu scolaire, vol I, Paris, ESF.
Kail, R., Pellegino, J.W. (1985), Human Intelligence Perspectives and Prospects,
New York, Freemand and Company.
Larousse – Grand Dictionary of Psychology, (2006), translation by Ardeleanu A.,
Dorneanu, S., Balta, N. ..., Bucharest, The Trei Publishing House.
Mitrofan, N. şi colab. (2000), Judicial Psychology, ed. a III-a, Bucharest, The Şansa
Publishing House.
Mulford, C., Giordano P., (2008), Teen dating violence: A closer look at adolescent
romantic relationships, NIJ Journal 261 (2008), pp. 34–40.
NegreŃ-Dobridor, I., Pânişoară, I.O. (2005), Science of learning - from theory to
practice, Iaşi, The Polirom Publishing House, pp.68, 83-85, 89-90.
Osgood, D.W., Anderson, A.L., (2004), Unstructured socializing and rates of
delinquency, Criminology 42 (2004), pp. 519–550.
Pain, J. (2000), Violences et prévention de la violence a l’école, în Doudin, P.A.,
Erkohen-Marküs, M., 2000, pp. 71-97.
Păun, E., Potolea, D. (2002), Education-justification theory and applied approaches,
Iaşi, The Polirom Publishing House.
Pânişoară, G., Pânişoară, I.O., (2005), Effective Motivation, Iaşi, The Polirom
Publishing House.
Regaldo, M. et al., (2004), Parents’ discipline of young children: Results from the
National Survey of Early Childhood Health, Pediatrics 113 (2004), pp. 1952–
1958.
Taub, J. (2002), Evaluation of the Second Step Violence Prevention Program at a
rural elementary school. School Psycohology Review, 31(2).
UNICEF (2008), Our right to be protected against violence and action-learning
activities for children and young people, Bucharest, The Vanemonde
Publishing House.
UNIVERSITY STUDENTS’ VIEWS CONCERNING
CONFLICT
Perspectivele studenŃilor asupra conflictului
Bahadır BOZOĞLAN (*)
Selcuk University of Konya [TURKEY]
Abstract
In the study, university students’ views concerning conflict were found out. It was
aimed to discover what university students in some Balkan countries think about
conflict, its reason, and their conflict styles and so on. For this reason, an Open
Ended Survey Form Concerning Conflict was applied to 81 students, 34 males and
47 females. As a result students’ answer to the form, conflict was defines, its
reasons and causes were listed and a final conclusion was made considering
students’ genders and countries. The research findings were discussed in the
light of relevant literature. The findings were summarized and some suggestions
were made for researchers that will work on the same or similar subjects.
Key words: Conflict, Violence, Awareness, University Student, Balkans
References
Cunningham, J. (2003). A. “Cool Pose”: Cultural Perspectives on Conflict
Management. Reaching Children and Youth; 12, 2; ProQuest Educational
Journals.
(*) Instructor, Selcuk University, Konya, Turkey, Email: [email protected]
Merriam, S. B. (1998). Qualitative Research and Case Study Applications in
Education. Revised and Expanded from Case Study Research Education. San
Francisco: Jossey-Bass Publishers.
Oetzel, J. G., & Ting-Toomey, S. (2003). Face concerns in interpersonal conflict: A
Cross cultural Emprical Test of The Face Negotiation Theory. Communication
reseacrh 30 (6), 599-624.
Ömür, S. (1998). Çatışma Yönetiminde Uluslar arası Kültürel farklılıkların Etkisi ve
Bir Anket Çalışması, Yayımlanmamış Yüksek Lisans Tezi, Anadolu
Üniversitesi Sosyal Bilimler Enstitüsü, Eskişehir.
Sargın, N., Tor, H., Bozoğlan, B. & Köroğlu, M. (2007). A Study Related To
Teacher Candıdates’ Conflıct Resolutıon Methods. 9th International
Conference European Unification and Educational Challenges in the Balkans,
Thessaloniki, Greece.
Yell, M. L. & Rozaski, M. E. (2000); Searching for Safe School: Legal Issues in the
Prevention of School Violence", Journal of Emotional Behavioral Disorders, 8, 3,
187-196.
Yıldırım, A. & Şimşek, H. (2006). Sosyal Bilimlerde Nitel Araştırma Yöntemleri.
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Baskı). Ankara: Seçkin Yayıncılık.
Yurtal, F., & Cenkseven, F. (2006). Đlköğretim Okullarında Zorbalığın Đncelenmesi.
1. Şiddet ve Okul: Okul ve Çevresinde Çocuğa Yönelik Şiddet ve Alınacak
Tedbirler Sempozyumu (Bildiri Özetleri Kitabı). Đstanbul. 28-30 Mart.
III. EDUCATION THROUGH MUSIC
III. EDUCAłIA PRIN MUZICĂ
ISSUES ON MUSIC THEORY TEACHING
Aspecte privind predarea teoriei muzicii
Vangelis KARAFILLIDIS (*)
Music High School, Komotini [GREECE]
Abstract
Music Theory constitutes a predominant and universal course for all music
specializations. Harmony, Counterpoint, Solfège, Instrumentation and Form
Analysis are just some of the “faces” of Music Theory. Most of the time, educators
tend to approach these courses in a scientific (mechanistic) manner, trying to
systemize musical knowledge. Although this way is quite successful, a severe side-
effect appears; the educator constrains the development of imagination and aesthetic
insight of the student. This article tries to demonstrate the necessity, the benefits and
the side-effects of Music Theory courses as well as suggest alternative solutions or
improvements for applied music theory teaching under the perspective of the
student’s musical integration.
Key Words: Music Theory, Music Theory Teaching, Musical Integration
(*) Physicist, Pianist, Composer, Music Teacher. Email: [email protected]
IV. ICT IN EDUCATION
IV. ICT ÎN EDUCAłIE
SOME APPLICATIONS OF THE GRAPH THEORY IN
COMPUTER SCIENCE
Unele aplicaŃii ale Teoriei Graficelor în ştiinŃa calculatoarelor
Milena BOGDANOVIĆ (*)
University of Niš [SERBIA]
Abstract
Graph theory, as modern and young branches of mathematics, studies graphs which
are abstract mathematical objects. Graph theory belongs to combinatory and is the
most developed part. Graph theory is very present in informatics. The use of graph
models for description or data structures is very common. Investigation of
algorithms to solve problems using graph, is a very important part of computer
science. The paper presents some of the possible application of graph theory in
solving problems with the help of computers. Particular model is described an
algorithm that calculates the page rank, and a model describing the spread of the
virus through the network. Described and the basic models search graphs, as the
significance of NP complete problems.
Key words: graph theory, algorithm, NP- complete problem, application in computer
science, internet.
(*)Professor, University of Niš, Serbia, Email: [email protected] [email protected]
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LEARNING RESOURCES OF THE MEDIA
Resursele de învăŃare ale mass-media
Georgiana POPESCU (*)
Delia DUMINICĂ(*)
University of Piteşti, [ROMANIA]
Abstract
The impact of mass media is particularly given the way pleasant, accessible, even
entertaining, they offer information. This may explain the strong attraction felt
towards them, sometimes attraction, especially among young people may be seen
creating extreme forms of habituation, even addiction. Atmosphere in which
children grow and develop offers a wide variety of stimuli, generating new
experiences and new ways of knowledge, enlightenment and relaxation. For most
children, like many adults, watching television, Internet access, monitoring radio
broadcasts or reading print media occupies most of their free time. For them,
participation in mediated interaction is one of the most common daily activities. The
public is picking up, so a large number of messages, particularly audio visual, with
numerous implications for immediate or delayed, direct or indirect, foreseeable or
unforeseeable on their personality development in training. As a result, significant
changes occur at the level of their personality by generating opinions, attitudes, new
behaviors. The active presence in the community, the media system has become an
(*) Assistant professor, PhD in Philology, Faculty of Socio-Humanistic Sciences, University of Piteşti; Interests areas: Public Relations, Publicity, Mass communication theory, New Media, Non-verbal Communication. [email protected] . (*)Assistant professor, PhD Student in Philology, Faculty of Socio-Humanistic Sciences, University of Pitesti; Graduated of University of Bucharest, Faculty of Journalism and Communication Sciences; Interests areas: Communication Theory, Mass-media system theory, Working skills on Radio, Journalism online. [email protected] .
active player, affecting the functioning of other systems of society, including
education systems.
Key words: continuous learning, educational media, school
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