The nowadays society is in a continuous change with major impact on education, and in the overall development of an individual. In fact, the school cannot provide all the information and related knowledge for the whole life, and, in the context of the actual lifelong learning, an individual has to be trained with those competences and capacities that allow to continue the learning process also after the ending of the studies. As defined at the European level, the key competences for lifelong learning represent those which all individuals need for personal fulfillment and development, active citizenship, social inclusion and employment. One of those competences is “learning to learn”, defined as the ability to pursue and persist in learning, to organize one's own learning, including through effective management of time and information, both individually and in groups (The Key Competences for Lifelong Learning - A European Framework, 2006). It is clear that in this context, the Romanian system of education has to define a curriculum oriented on competences that must identify, develop and valorize the students’ skills and abilities. The paper illustrates the results of an investigation of 250 Romanian secondary school students, counted as indirect beneficiaries of the teacher training programme “PROFILES - Education through Sciences”, organized in the frame of the Seventh Framework Programme “PROFILES - Professional Reflection Oriented Focus on Inquiry-based Learning and Education through Science”. The results showed that students try to maximize their efforts concerning to know and understand their learning strategies, but also their strengths and weaknesses related to their skills and abilities, seen in correlation to Science subjects

The advancements in information and communication technologies (ICT) provide significant opportunities to improve teaching and learning. The use of ICT in science education offers even more advantages due to the attractive premises to simulate and interactively explore and test experiments which would be too expensive or too dangerous in real settings (for example in nuclear physics). The aim of this paper is to contribute to the research field of technology based learning by presenting several findings obtained during a multinational educational project (Comenius) regarding the use of computer in classroom, in science education, in Romania, Spain, Poland, Greece and Finland

In the frame of the PROFILES project (http://profiles.ssai.valahia.ro), Valahia University Targoviste - as partner of the mentioned project - organized the training program Profiles - Education through Science, which general objective consisted on the forming and developing of specific competences of Science teachers, for implementing an educational process based on scientific inquiry and integrated approach of the Science curricula. At the end of the training program, the teachers have elaborated teaching/learning materials (modules) that were implemented in the classroom during their Science lessons. This paper aims to emphasize the student's perception after the implementation in the classroom of the training modules developed in the frame of Profiles training program. The analysis referred just the modules designed for teaching Chemistry, as basic discipline

The social evidence-based education influences in a specific way, at the individual level, on the one hand the dynamic introspective related to the quality of cognitive acquisitions, and, on the other hand the degree of reflectivity of their future socio-individual constructs.The current research aims to measure the importance of expectations concerning the prospect of the social sustainable development, in the context of Education for and through Science. The research included a heterogeneous group of high school students, being performed in the implementation stage of the “PROFILES - Education through Science” Continuous Professional Development Programme, by proposing a specific instrument for analyzing the Motivational Learning Environment (MoLE)

We conduct a review of the multifaceted rewilding concept and rewilding initiatives worldwide, focusing on specific features and outcomes of European rewilding issues and Romanian rewilding projects. In this review of the literature and case studies, we undertake the following: (a) identify the definitions and thorough meanings of the term rewilding worldwide, including its guiding principles aiming at rebuilding the natural ecosystems; (b) map the international and European treaties and policies referring to ecosystems’ restoration, biodiversity, environment, sustainability, and rewilding-related issues; (c) explore the benefits and criticisms associated with the rewilding activities, including from a social perspective; (d) structure an overview on the tools used for rewilding assessment; (e) identify the projects and initiatives developed and on-going in Romania on rewilding. Our findings reveal a great diversity of topics addressed within the rewilding umbrella and also a significant growth in this area, despite the numerous challenges faced by experts and locals (e.g., understanding the context of rewilding and identifying the most suitable modalities of operationalizing it) and questions (such as the following: is rewilding a real need? will it bring benefits to nature and people?) that remained to be answered. In Romania, a series of efforts are being undertaken both by the government and NGOs to restore self-sustaining ecosystems and to raise awareness of this topic among different stakeholders.