AReTwinning-nr-1-final.pdf

eTwinning – creativity and
innovation: democratic, digital,
eco-schools
Action Research in School Education
eTwinning Featured Group
1st online Conference
14th of May 2022
Emese Cîmpean
@AReTwinning Group Moderator
#AReTwinning
Action Research
in School Education
Presentations

Foreword
Action Research in School Education 2
Action Research in School Education is the journal released within the @AReTwinning
featured group, starting from August, 2022.
Action Research in School Education (AReTwinning) is a place where eTwinners
interested in action research feel connected, find a community developing collaborative action
research projects and perform monthly activities. In this community, eTwinners share their
research and work together on creating content for our e-library. In this community, teachers have
the opportunity to share their valuable work during the group`s conferences.
Our first conference eTwinning – creativity and innovation: democratic, digital, eco-schools
took place on 14th of May 2022 and was dedicated to the eTwinning annual theme.
The first number of our journal is dedicated to the first conferences` virtual presentations.
Action Research in School Education journal`s editor in chief and coordinator:
Emese Cîmpean, Action Research in School Education eTwinning Featured Group` moderator
#AReTwinning
ISSN 2971 – 9658 / ISSN-L 2971 – 9658
Issue 1, nr. 1 / August 2022

Contributors:
- Mirela Alexandru – eTwinning Romania National Support Office
- Marika Emese Cîmpean, Action Research in School Education eTwinning Featured Group` moderator
- Barbara Zadraveli - eTwinning ambassador (Greece)
- Nicoletta Forestiere – I.C. ”F.P. Polizzano” Gangi (Italy)
- Vasilica Găzdac - eTwinning ambassador / ”Education, Reflection, Development” Doctoral School, UBB
Cluj-Napoca / Erasmus ambassador (Romania)
- Hayfa Mejdoub - eTwinning ambassador (Tunisia)
- Loredana Ruba - Erasmus ambassador (Romania)
- Cristina Gîlă - eTwinning ambassador / Doctoral School of Humanities, History ”Ovidius” University,
Constanța
- Tatiana Popa – eTwinning ambassador (Republic of Moldova)
- Dorina Grigor – ”Education, Reflection, Development” Doctoral School, UBB Cluj-Napoca
- Bruno Marques - Agrupamento de Ovar Sul (Portugal)
Action Research in School Education journal`s editor in chief and coordinator:
Marika Emese Cîmpean
ISSN 2971 – 9658 / ISSN-L 2971 – 9658

eco-schools
14th of May 2022
Welcome!!!

Action Research in School Education Online Conference: ”eTwinning –
creativity and innovation: democratic, digital, eco-schools”
Invited speakers:
- Emese Cîmpean, Action Research in School Education eTwinning Featured Group moderator
- Doina Macarie, inspector for Bistrița-Năsăud County School Inspectorate
- Cristina Hangea, representative of Bistrița-Năsăud Teacher Training Centre
- Mirela Alexandru – eTwinning Romania National Support Office
- Barbara Zadraveli - eTwinning ambassador (Greece)
- Nicoletta Forestiere – I.C. ”F.P. Polizzano” Gangi (Italy)
- Vasilica Găzdac - eTwinning ambassador / ”Education, Reflection, Development” Doctoral
School, UBB Cluj-Napoca / Erasmus ambassador (Romania)
- Hayfa Mejdoub - eTwinning ambassador (Tunisia)
- Loredana Ruba - Erasmus ambassador (Romania)
- Cristina Gîlă - eTwinning ambassador / Doctoral School of Humanities, History ”Ovidius”
University, Constanța
- Tatiana Popa – eTwinning ambassador (Republic of Moldova)
- Dorina Grigor – ”Education, Reflection, Development” Doctoral School, UBB Cluj-Napoca
- Bruno Marques - Agrupamento de Ovar Sul (Portugal)
- Marisa Rocha – ErasmusPlus project coordinator, AEMGA Espinho (Portugal)

∙ Partner organisations:
 eTwinning Romania / NSO
 Bistrița-Năsăud Teachers`
Training Centre
 Bistrița-Năsăud County
School Inspectorate
 Colegiul Național „Petru
Rareș” Beclean
#AReTwinning

Representatives of the Bistrița-Năsăud County School
Inspectorate
Prof. dr. DOINA MACARIE

Representatives of the Bistrița-Năsăud County School
Inspectorate

Representatives of the Bistrița-Năsăud Teachers’
Trainer Centre
Cristina Hangea (Methodist teacher)

Representatives of the Bistrița-Năsăud Teachers’
Trainer Centre

Mirela Alexandru – eTwinning Romania
National Support Office
ANPCDEFP

Barbara Zadraveli – eTwinning ambassador
(Greece)
Genially: https://view.genial.ly/61fcc49c621ac90011972add

(Greece)

Nicoletta Forestierre – IC ”FP Polizzano” Gangi
(Italy)

(Italy)

Emese Cîmpean - @AReTwinning group moderator
eTwinning and Erasmus ambassador
Doctoral School ”Education, Reflection, Development” – UBB Cluj-Napoca

About the group

Activities:
Online events
Call for
papers
AR resource
sharing
Network of
professionals
Action
research
framework

Slow Twitter chat: #AReTwinning @AReTwinning
This Photo by Unknown Author is licensed under CC BY-NC-ND

Why become a member of our group?
@AReTwinning
Collaboration
Experts
Support Community
This Photo by Unknown Author is
licensed under CC BY-NC-ND

Vasilica Găzdac – eTwinning ambassador
(Romania)
eTwinning and Erasmus ambassador, Merito teacher
Doctoral School ”Education, Reflection, Development” – UBB Cluj-Napoca
Accreditation Erasmus+:
Digitalization, STEAM and Anti-bulling

(Romania)

eco-schools
14th of May 2022
Accreditation Erasmus+:
Digitalization, STEAM and
Anti-bulling
Vasilica Augusta Gazdac
School Tiberiu Morariu Salva, Romania
#AmbasadorErasmus #AmbasadoreTwinning
Colegiul Național „Petru Rareș” Beclean, Romania

General information about accreditation
∙ Erasmus Accreditation is like a ‘loyalty card’,
similar to those distributed by large chain shops
or supermarkets, but in this case, it is
specifically for schools of all types and levels. A
school needs to receive the accreditation only
once in the seven years of the Programme
(2021-2027).
∙ To apply, educational institutions have to
outline their own strategy for medium- and
long-term internationalization and
modernization by presenting a European
Development Plan (EDP) and an Erasmus+ Plan.

General information about accreditation
They must also commit to meeting Erasmus+
quality standards, which specify how the school
will organize the international activity described
in the plan to guarantee the quality of the
mobilities with respect to a series of topics
(management, support for participants,
expected results, communication of results).
In fact, upon acceptance, the candidate school
will benefit from a stable source of funding for
the whole duration of the Programme,
simplified application procedures in response to
Erasmus+ calls, as well as a quicker evaluation
of their applications.

Digitalization, STEAM and Anti-bullying
The objectives for the 15 months of the project of our
institution focus on increasing digital skills, STEAM
skills (Science, Technology, Engineering, Arts and
Mathematics), anti-bullying behavior of students
and improving the portfolio of methods and
teaching aids, increasing language skills and cultural,
reflection and self-reflection exercise on the
classroom activity of teachers involved in job-
shadowing internships.
In first year 1.09.2021-30.11.2022, we set out:
16 students involved in group mobility;
3 accompanying teachers;
5 teachers in job-shadowing ;
1 teacher in course;
2 invited experts;

Gymnazium “Josefa Boska”, Cesky Tesin, Czech
Republic
The Czech Republic was the birthplace of the great European
pedagogue Jan Amos Komensky (Comenius - the one who gave
the name of the previous action of European educational
partnerships) and the quality of the educational system is
superior to many states of the former Eastern Communist
bloc. State investment in infrastructure, hot meals in school,
playgrounds and open access libraries, student safety, digital
centralization of school activities, teacher mentoring in
schools, dual specialization of Czech teachers in a European
language (English , German, French), the existence of facilities
for teachers to attend a top European college through grants
from the Czech state, involvement in Erasmus + projects,
flexibility of content, openness of teachers and students to
new learning experiences are just some of the defining
features of Czech education system.

Republic
During 24-29.04.2022, our school was involved in a
mixed training event: job-shadowing and group
mobility of students within the Erasmus +
Accreditation Digitalization, STEAM and Anti-
bullying ”“ No: 2021-1-RO01-KA121-SCH-00000034.
From our institution participated in job-shadowing 3
teachers (Georgeta S., Nicoleta B, Mircea S) and in
group mobility 10 students from the gymnasium
cycle, grades VII, VIII: (Răzvan B ., Florina A., Andrea
C., Marius D., Robert G., Denisa I., Elias I., Andrei T.,
Bogdan S., Ismail-Mohamed A.) together with 2
accompanying teachers.

Republic
The activities carried out in the group mobility
of students consisted of holding joint classes
with Czech students, bilingual classes in Czech
and English or Czech and French using
teamwork, project-based learning method,
cooperative learning method on the topics
mentioned above.
After the classes, the students were involved in
cultural and non-formal activities such as
treasure hunting in the town of Cesky Tesin,
using QR codes, visiting nearby cultural sites:
Podobora Archaeological Park, Karvina Castle,
Leaning Church, Ostrava Zoo , Ticino Castle on
the subject of digitization and STEAM and on
the subject of anti-bullying visit to the
Auschwitz-Birkenau Memorial in Poland and
socializing games with Czech students.

Republic
An important activity for the participating teachers was
the time of consultations and analysis of the assisted
activities together with the Czech teachers where
educational resources were exchanged, digital
applications, analysis of the curricula of the two
education systems, ways of evaluating high school
students skills of the Czech school, discussions with the
school management about school activities, projects,
partnerships, etc.
Classroom activities will be continued in blended-
learning format using the eTwinning platform and
Google Classroom with the participation of Romanian
and Czech student classes simultaneously and with
mentoring by the Czech team putting into practice
numerous digital applications presented, interactive
methods learned , teaching materials received.

Republic
The European learning
experience was recorded in the
job-shadowing journals for
teachers and in the students'
project journals, and assessed
through the final assessment
questionnaires for the
participants.
∙
https://twinspace.etwinning.
net/244450/home
∙ https://www.instagram.com/
digitalizare_steam_antibullyi
n/

(Romania)
Thank you for attention!
#AmbasadorErasmus #AmbasadoreTwinning
Contact: vasilicagazdac@gmail.com
“The European Commission support for the production of this publication does not
constitute an endorsement of the contents which reflects the views only of the authors,
and the National Agency and Commission cannot be held responsible for any use which
may be made of the information contained therein”.

(Romania)

Hayfa Majdoub – eTwinning ambassador (Tunisia)
eTwinning ambassador (Tunisia)
Our Sustainable Holiday Trip
Bachir Nabheni High School

eco-schools
14th of May 2022
Our Sustainable Holiday Trip
Hayfa Majdoub
Bachir Nabheni High School

Project Presentation
Holidaying is a well-thought of project. As
such, we need to make the right choices and
decisions. We should not only take in
consideration our budget, our interests and
needs but also think of the impact our activity
may have on the climate and the environment
. That’s why in our project “Our Sustainable
Holiday Trip” our purpose is to raise our
students awareness about climate action and
sustainability through the theme of
holidaying.

Project’s Duration
✔ ✔ ✔ ✔
✔

Target Group
Students from 10 to 17 years

Partner Schools
Lycée Bachir Nabheni, Hammam-Lif
Collège privé Nour Elmaaref Sfax
Colegiul Național „Petru Rareș” Beclean
Lower Secondary School "D.Alighieri",
Merlara

Link to the Project Twinspace
https://bit.ly/3vUFOWz

Objectives
The students will be able to :
● the students will gain knowledge about the SDGs by investigating the
aspects of sustainability in general and in the context of a holiday trip in
particular
● examine the values and behaviours that will contribute to a sustainable
future
● create a plan for a sustainable holiday trip as a way to act for a
sustainable future.
● develop English language skills
● develop life skills

Curricular Integration

Project Description
Presenting ourselves
Working on Netiquette via Forums
Brainstorming
Code of conduct
Logo creation and vote
ICE Breaking activity: Virtual Escape room (Classes meeting)
A video conference with Globe trotters
Searching about the SDGs and sustainability

WEB 2.0 TOOLS
Microsoft Teams, Adobe Connect, Google Meets
The Twinspace Journal, Forums , the Twinboard
Google Docs
Canva
Dotstorming
Coggle
Avatar creators

Results and Impact
71

Awards
May be in the future!

Annexes Images
73

Hayfa Majdoub – eTwinning ambassador (Tunisia)

Loredana Ruba – Erasmus ambassador (Romania)
Erasmus ambassador (Romania)
Ruba Loredana
Primary school teacher
Awarded eTwinner
GRIGORE MOISIL
Secondary School
Satu Mare
eTwinning School
ADME
Digital Arts
with Etwinning

eco-schools
14th of May 2022
ADME
Digital Arts with Etwinning
Ruba Loredana
Primary school teacher
Awarded etwinner
GRIGORE MOISIL
Secondary School
Satu Mare
Etwinning School

Skills
GENERAL-SPECIFIC-LEARNING ACTIVITIES
∙ 1. Highlighting geometrical features of certain objects
around us
∙
∙ . 1.1. Orientation and moving around based on mentioned landmarks/directions, using phrases such as:
in, on, above, under, next to, in front of, behind, up, down, on/to the right, horizontally, vertically as
well as in the virtual world, on the keypad of a gadget or the screen of a laptop
∙ - games of placing objects in a certain space, in relation to the mentioned objects;
∙ - games of moving folders to different places to the GENERAL’S CHEST OF DRAWERS, by using the CLICKȚ-
CLICKȚ mouse
∙ - identifying the certain position of different things in relation to the mentioned objects;
∙ - games of identifying objects around us or from pictures, based on their position to a landmark, on the
screen

∙ 2. Problem solving by sorting out or representing certain
data
∙
∙ 2.1. Sorting/Classifying objects/materials etc., based on a given criterion
∙ - grouping objects/bodies on a certain criterion (shape, colour, size, thickness, taste, utility,
raw/fabricated etc.) then making digital drawings
∙ - grouping materials based on noticed features: transparency, durability, flexibility, utility, etc and
interpreting certain drawings according to these criteria, done in GRAPH ONLINE
∙ - sorting out based on different criteria such as THE GUP WHO CAME UP HAPPY/TIRED/SAD/WORRIED by
filling in some surveys in TRICIDER and interpreting/comparing/organising new data

∙ 2.2. Using digital platforms for intuiting certain phenomena which are difficult to notice
∙ - deducing certain scientific characteristics by observing simulations and experiments on MOZAWEB
∙ - filling in some observation files after/while watching some intuitive elements regarding:
∙ The earth, the existence of water in nature in various forms (rainfall, rivers, lakes, sea, etc.)
∙ Natural phenomena: rain, snow, wind, lightning, thunder
∙ The Universe of the Earth, the sun and the moon
∙ Getting to know them in simple models
∙ Transformation of water: turning solid, melting, evaporation, boiling, condensation
∙ The Universe of the Sun, source of warmth and energy

∙ 3. Using basic functionalities of a computer or other
digital devices in specific learning contexts
∙ 3.1. Getting to know the main external components and peripheral devices of a computer or digital
device and the graphic icons associated to them
∙ Making a puzzle with pieces which show different components of a computer or other digital devices;
∙ Creatively making the components of a computer or other digital devices by using recyclable materials
∙ Observing some pictures with different computer components of different forms and sizes; The story of
the computer – active reading of a picture story regarding the invention and evolution of the computer
∙ Making some drawings or models on the theme “The computer and I” depicting different activities which
can be done with a computer in various contexts
∙ Role play – The IT Fair – selling and buying computer components or other digital devices (beamer,
printer, mobile phone, MP3 player, tablet, play station, TV remote control)

∙ 3.2. Using the mouse and the pointer (click, double click, up, down, left, right) to get to know and
manipulate objects, sounds and digital images
∙ Observing similarities and differences between a computer mouse and a real mouse
∙ Drawings, modelling and making a mouse out of simple materials
∙ Using some computer games to colour some drawings with the mouse.
∙ Practical activities: turning the computer on and off, using the mouse, using the keyboard
∙ Computer games involving the manipulation of objects through comparison, association, reassembling,
matching, etc.

∙ 3.3. Operating simple educational software using basic commands
∙ Using simple digital games such as online-puzzle
∙ Colouring certain shapes, moving certain objects, comparing, associating, reassembling, matching through
basic commands (open, play, pause, back, arrows, close, save, exit, etc.)
∙ Piticlick the mat – physical exercise game (body coordination)

∙ 4. Simple operating through procedures and instruments
of exploration and creation of digital information content
in visual and/or audio format
∙ 4.1. Using different simple information search procedures for images or videos on the INTERNET
∙ Getting to know the graphic symbols (icons) of the main search engines by creating some drawings
depicting the symbols of different INTERNET search engines – Google is my friend
∙ Demonstrating simple image and video searches on the INTERNET starting from a given word
∙ Selecting some digital images to create a collage on a certain theme in POSTERMYWALL – festivity poster

∙ 4.2. Using main functionalities of cameras to take digital photos showing products or stages of learning
∙ The story of the photo camera – active reading of some images showing the evolution of the photo camera,
from the oldest to the most modern – SELFIE AND CHATTERKIDS
∙ Making some drawings of a photo camera
∙ Role play – I want to have my own film, I AM A PHOTOGRAPHER – taking some photos with a digital camera on a
given theme
∙ Taking some photos during school events (festivities, visits, competitions)
∙ 4.3. Using the main functionalities of the recording software do to simple audio-video recordings
∙ Making simple sound transmission machines from recyclable materials (plastic cup, thread)
∙ Role play – Reporter on duty! – presenting a programme for children – live from school – using the microphone
and the headphones
∙ Role play – I can sing and dance – Recording in class with a video camera the ongoing of some physical exercise
movement games, a song or a poem and analysing these together with the FILM CRITICS
∙ My beloved character - VOKI ...practising in VOKI

∙ 5. Manifesting a critical attitude regarding the impact of
information and communication technology upon daily
life, learning and relations with others
∙ 5.1. Getting to know the advantages and risks of using the laptop in the daily activities of a child and in
the relations with the close ones (school, family, group of friends)
∙ The story of tired eyes – active reading with pictures to show the children examples of excessive use of a
computer or other digital devices
∙ A visit at a local public institution (town hall, bank, police, financial administration) to observe the real
situations of using a computer or other digital devices on the daily life, making interviews with the
employees who use a computer daily
∙ Role play – The computer kidnapped my friend. Help me save them!

Cristina-Iulia Gîlă – eTwinning ambassador
(Romania)
eTwinning ambassador (Romania)
Doctoral School of Humanities, History
Discovering the past, we build
our future – digital learning
resources for cultural heritage
knowledgement

eco-schools
14th of May 2022
Discovering the past, we build
our future – digital learning
resources for cultural heritage
knowledgement
Cristina –Iulia Gîlă
Doctoral School of Humanities, History
„Ovidius” University, Constanta

1.Why is the past important for the younger generation?
Knowing the past, moments of evolution or wars in the past helps young people to
become aware of the challenges of the present. By interpreting History from a
European perspective, it connects and compares shared experiences and their
diverse interpretations.

2. Knowledge of common European history and cultural heritage
The teacher's role is to provide the opportunity to know History, the past, traditions
from multiple perspectives by students in the classroom and beyond. Our
remaining European cultural heritage from ancient times can be harnessed in the
classroom to train the adults of tomorrow.
www.historiana.eu
www.historiana

3.Why interest in including cultural heritage in the learning process?
We believe that through contact with historical past and cultural works directly and
indirectly, students form the necessary skills in everyday life. Analyzing and
interpreting heritage can determine a knowledge based on experience,
understanding of the past and commitment. The inclusion of young people in the
process of reflection, introspection and debate on the valorisation of heritage may
bring about a change in the perception of young people and a sustained
participation in strengthening their sense of responsibility towards the national and
universal heritage.

4. When should education for cultural heritage and the reconstruction of the past
begin?
It is necessary for the cultural heritage and knowledge of the past to be found in the
lives of children from the preschool period, in order to determine them to
appreciate the beauty in nature, in the historical and cultural plan and the
achievements of past generations. We should know our historical roots better in
order to be able to appreciate our common European heritage.

5. eTwinning project and Cultural Heritage
An example of an eTwinning project that harnessed the historical and cultural richness in museums
by linking them to digital applications was the Codes of my future museums held between 2021 and
2022 with pupils and teachers from Greece, Italy, Poland, Romania, Turkey. The main idea of the
project was to integrate museum exhibits into the classroom through digital instruments or through
a visit to the museum and direct interaction with the exhibits.

6. Project objectives
∙ -To integrate scientific knowledge into practical activities, building bridges between people and museum
exhibits;
∙ - Provide a learning environment to develop critical, problem-oriented thinking
∙ - To acquire ways of collecting data and protecting the movable or immovable cultural heritage.

7. Activities
The main activities of the project were focused on: knowing the types of museums, choosing a hero who
stood out in each partner country, young archaeologists – discovering artifacts in the ground, dancing
colours – combining colours with artwork from famous museums, making a visit to the Museum of National
History and Archaeology in Constanta and also using games.

8. Results achieved
The results demonstrated that the students learned the historical notions and appreciated the museum pieces
exhibited. During the project, the pupils made virtual visits to famous British Museums, the American
Museums of Naturel History (OLOGY) or visiting museums in the local horizon with physical presence. The
entire activity was evaluated by filling in a questionnaire, but also by formulating opinions. At the end, a
video was created to present all the activities and introduce simple activities of using digital technology,
introducing students to the universe of coding.

9. Results
https://www.youtube.com/watch?v=Yl6O58pUPQk&t=48s Our hero: https://youtu.be/J1LcbREFlaU
Create game: https://youtu.be/3BX893b7kNA
eSafety: https://www.youtube.com/watch?v=76I03_7X
K80&t=5s
Virtual museum: https://www.emaze.com/@ALRIIOZCF/ayegl-yanar

10. Conclusions
∙ - Covid situation showed us that how much important the weelbeing and resilience are.
∙ - The visit to museums ( physical or virtual) and the activities within the museum have an essential role to
play in order to enhance the well-being of us and the children.
98

(Romania)

Tatiana Popa – eTwinning ambassador (Republic of
Moldova)
eTwinning ambassador
(Republic of Moldova)
Heritage International School,
Chișinău

eco-schools
14th of May 2022
My eTwining school: what makes
Heritage a beautiful, sustainable
and democratic school
Tatiana Popa
eTwinning Ambassador Moldova
Head of Global Education
Heritage International School

eTwinning School title

Climate Action School of Excellence award

Articles in global publications about sustainability

Making student voice heard - isn’t that Democracy?!

Student Council for wider community impact
Weekly Assemblies about sustainability and other important
things we do as a school

Global School Alliance Student Council meetings

The Most Creative Recycled tree competition
By the end of april, our student council organised the most creative recycled tree
competition between grades 1st to 8th grade. Each class had to create and exhibit their
trees by their classroom door. Prizes and certificates were awarded to the most unique
and creative trees. Students used materials such as cotton, egg boxes, plastic bottles,
geometric figures made at math lessons and many others.

Do you calculate your carbon/ plastic footprint?!
For the past three months we have
been promoting the Earth Project App
throughout our school, with the use of
social media and our weekly assemblies.
More and more students have found
out about this app and gained
motivation to stop using plastic and
started being more sustainable.

Donating food waste to Chisinau Zoo
Our school cafeteria
collaborated with our local
zoo in Chisinau. They decided
to give 80% of our leftovers to
the school in order for the zoo
to feed their animals with
organic food. In this way, we
are both helping the zoo
animals and reducing the
amount of food that is thrown
away and wasted.

Helping local farmers
The other 20% of our leftovers
from the cafeteria are given to
local farmers. This allows them
to use these leftovers to create
compost and fertiliser for their
crops. In doing so, we have
eliminated the amount of food
wasted in our school by 100%.
113

Storytelling for young learners
114

Celebrating Books together - “Tell me what you read” eTwinning project
Book Review Competition
World Book Day
UN English Language Day
116

Telling the world about our eTwinning school

Tatiana Popa – eTwinning ambassador
(Republic of Moldova)
119

Dorina Grigor – Doctoral School ERD – UBB Cluj
Doctoral School
”Education, Reflection,
Development”,
UBB Cluj-Napoca
Link: http://educatia21.reviste.ubbcluj.ro/data/uploads/article/2021/ed21-no20-
art04.pdf

eco-schools
14th of May 2022
Experiential Learning and
Curriculum for Romanian Primary
School Education in the
Fundamental Acquisition Stage
Dorina Grigor
Colegiul Național Pedagogic „Regele Ferdinand”
Sighetu Marmației,
PhD student at Babeș Bolyai University, ”Education,
Reflection, Development” Doctoral School
Romania

You can find our work here:
Educatia 21 Journal
∙ http://educatia21.reviste.ubbcluj.ro/data/uploads/article/2021/ed21-no20-
art04.pdf
122

No one left behind
Each person is extremely important; he or she comes with a
valuable background. The educational system must help each
individual to develop knowledge, abilities and attitudes so that at the
end of an educational curricular cycle, he/she is able to successfully
self -integrate into the next educational level or stage in life to
become the graduate prepared to easily adapt to life.

No one left behind
The Curriculum for Romanian primary school has gone through a
significant evolution and, thus, it includes activities based on eight key
competencies that express themselves in students’ learning. In
particular, we refer to learning by experience, learning by reflection,
learning by conceptualization, learning by generalizing and about
experiential learning.

No one left behind
We have to focus on creating and delivering content to students
with individualized profiles so they are ready to lead a productive,
healthy life, and to be prepared to adapt themselves to the challenges
in life whenever necessary.

The need to activate experiential learning in school
Students need to be involved, heard, seen and understood. They need to
take an active role in the educational process, and to learn by experience.
Experiential learning is the appropriate field of students’ development that fulfills
their needs in this way.

The need to activate experiential learning in school
∙ The Curriculum for Romanian primary school, that was edited
in 2013, offers a new integrated vision over the teaching process
and includes certain aspects of experiential learning.

EXPERIENTIAL LEARNING
"Type of learning centered on the learner’s needs and desires; it unfolds
starting from significant personal direct experiences, in real contexts, of the
subject of learning, experiences that generate the need of understanding and
that are evaluated as learning occasions (the person learns by his/her
experience)." (Bocoș, coord., 2017, p.42).
(The Praxiologic Dictionary of Pedagogy. Volume III (Dicționar praxiologic de
pedagogie. Volumul III)

EXPERIENTIAL LEARNING
The emblematic researcher/scientist that spoke about experiential learning,
David Kolb, in 1984, explained that experience by itself is not enough to learn.
We need the other steps that complete the process and personal experience
ensure "life, texture and subjective personal meaning to abstract concepts"
(Kolb, 1984, p. 21).

The four steps in David Kolb’s model
∙ 1. Concrete experience
∙ 2. Reflective observation
∙ 3. Abstract conceptualization
∙ 4. Active experimentation

Experiential learning and Curriculum for Romanian primary
school, critical analysis, past and future
∙ Therefore, in this study we decided to analyse the vision, from the experiential learning perspective,
between
old curriculum that was published in 1998,
National Curriculum – School programs for primary school education (Curriculum Național –
Programe școlare pentru învățământul primar)
and
the new one,
National Curriculum – Current school programs (Curriculum Național – Programe școlare în
vigoare) published in 2013 on the Romanian national educational website http://programe.ise.ro/.

Experiential learning and the actual Curriculum for
Romanian primary school, new approaches
∙ In the Romanian National Curriculum – Current school programs (Curriculum Național – Programe școlare
în vigoare) from 2013, we discovered that there is a focus on these dimensions:
∙
∙
132
affirming or
defending
personal needs,
rights,
responsibilities,
interests or
limitations
developing
personal projects
the ability to
take action in
the big picture
Manifestation of
autonomy

133
interactive use of
intellectual
instruments
interactive texts
symbols
language,
knowledge
new technology

134
working in
heterogeneous
groups
developing
relationships
cooperation
collaboration
conflict
management
good practice
examples

The European training profile based on eight key
competencies
∙ 1. Communicating in the mother language
∙ 2. Communicating in foreign languages
∙ 3. STEM (science, technology, engineering, mathematics)
∙ 4. Digital competencies
∙ 5. Learning to learn
∙ 6. Social and civic competencies
∙ 7. Sense of initiative and entrepreneurship
∙ 8. Cultural awareness and expression
∙ (Recommendation of the European Parliament and of the Council on Key competences for lifelong
learning, 18 Dec. 2006, 2006/962/EC).
135

∙ Kolb’s Learning Cycle with the involved landmarks for each domain in acquiring the key competencies
Source: adapted after Kolb (1984, p. 33)
136

∙
In the newest version of the curriculum for Romanian primary
school education, that was published in 2013, as we looked for
experiential learning examples and outcomes in the document, we
noted that there was a significant change in this perspective. So, the
curriculum is based on a new model of project-based competencies in
order to fulfill the students’ needs and to provide the proper
formation of the Romanian primary school student.
137

The curriculum for Romanian primary school is separated in two
subsections that are related to the curricular cycles.
Preschool education, the first three classes, the preparatory class, the
first class and the second class belong to the fundamental acquisition
stage (ciclul achizițiilor fundamentale).
The third form through the sixth form together with secondary school
belong to the development stage (ciclul de dezvoltare).
138

∙ We decided for this paper to identify experiential learning
approaches in the first subsection-
∙ The fundamental acquisition stage
∙ for all the curricular areas.
139

∙ With this paper we wanted to underline the importance of
practicing experiential learning for Romanian primary school
students, this time from
∙ the fundamental acquisition stage,
∙ in order to provide an educational process that is appropriate to
students’ realities, their environment, their connections with all
that surrounds them including family, neighbors and community.
140

∙ Experiential learning activities are supposed to be incorporated
into formal education. An educational system may also enrich its
teaching and learning with non-formal experiential educational
based activities or, why not, informal ones.
141

∙ Experiential learning involves life long, continuous learning and we strongly
believe that
∙ "practicing learning according to real life, being part of real experience, of
trying, is a social skill and necessary, until the end of time" (Bocoș et al., 2017,
p. 42).
142

∙ Thank you very much!
143

Bruno Marques, AEOS (Portugal)
ECO-SCHOOLS, ECO-CLUBS, ECO-HERIT@GE MATTERS

Thank you all for being here!
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@AReTwinning
ISSN 2971 – 9658 / ISSN-L 2971 – 9658
Issue 1, nr. 1 / August 2022

AReTwinning-nr-1-final.pdf

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