Achievements:

SALiS Project within the Institute of Educational Sciences.

During the project there were achieved all established objectives, and the actions targeted to: 1. Development of the SALiS Curricula and trainiing modules for all SALiS Universities.

2.Equipping the SALiS laboratories in the SALiS beneficiary countries.

3.Staff training in the SALiS beneficiary couuntries.

4. Implementation.

5. Dissemination and Sustainability.

6. Evaluation and quality assurance.

7. Management.

Perspectives and future plans.

1. Development of the SALiS Curricula and trainiing modules for all SALiS Universities. The curriculum modernization of the following secondary school subjects: Chemistry, Physics and Biology, including: - analysis and evaluation of existing school curricula; - formation of groups of experts to modernize curriculum; - development of the new methodology; - modernization of curriculum; - development of curricula in schools and departments IES. The modernization of school curriculum for these school subjects was realized within the context of training of scientific knowledge competence; a characteristic of these subjects. The scientific knowledge represents a system of actions which, to be realized as a process, requires from students part a total engaging into realization of a complex of intellectual activities.These activities focus on the reasoning based on dialectical and epistomological knowledge principle.

The dialectical reasoning emphasizes the dialectical categories such as: unity and struggle of opposites, quantitative in qualitative, the negation of the negation; where the epistemological thinking means the epistemological regularities as: from general to particular, from simple to complex, from phenomenon to essence, from cause to effect. The compliance of these philosophic categories eases the scientific knowledge process realization within Physics, Chemistry and Biology classes. This way, the scientific knowlegde appears to have a rationalistic and pragmatic configuration specific to respective areas of knowledge. Therefore, the students scientific education developed through the competence of scientific knowledge is based on a methodological support and reasoning through observation, experiment and deduction. The competence of scientific knowledge, as a general competence has been defined as follows: " an integral unit of students internal resources, common for Physics, Bilogy, Chemistry subjects, focused on an interaction of dialectical reasoning, epistemological thinking, scientific language use, and an adequate behaviour to solve significant pedagogically modelated situations. "

The competence of scientific knowledge consists of the following specific skills: the competence of intellectual acquisition; the competence of scientific investigation; the competence of scientific language communication ;

 the competence of pragmatic acquisition; the competence of environment protection and personal health culture

These competences directly correlate with a certain scientific content of Physics, Chemistry and Biology.

The formation of the subjects scientific knowledge runs four stages: 1. fundamental knowledge; 2. functional knowledge; 3- internal knowledge; 4. external knowldge.Thus, the didactic planning of a certain unit, taken from the perspective of this competence formation, should reflect the above stages. Meanwhile, the didactic activities for each stage are centered on the students active implementation in the educational process. For a student to form the competence of scientific knowledge as a final acquisition it is necessary:

- To master a set of fundamental knowledge depending on the problem to be solved; - To form the skills for this knowledge in concrete situations to understand them, thus making their functionality; To form the skills to apply this knowledge in concrete situations for their better understanding; this way achieving their functionality; To resolve different problem-solving situations; thus, realizing their knowledge functionality into their own view; To solve significant daily problems situations in different contexts by applying their final acquision behaviour/attitudes; meaning competences.

Each of us is determined by what is known, and knowledge is a feature of society in which we live. Currently, the depth of scientific knowledge is immense, and technological development occurs rapidly. Thus, nowadays the power of scientific knowledge is undeniable value in the formation of student personality and an obvious necessity in an era of a permanent change. The modernization of the teacher training curriculum for Physics, Chemistry and Biology included: -the analysis of the teacher training curriculum; - the estimation of the teacher staff training level through this curriculum, for the active science involvement of the young teachers; - the consulting of the expert groups to develop curriculum in Physics, Chemistry, Biology for teachers instruction;

- the development of curriculum for teachers; - the curriculum development within teachers round-table meetings; -the debates on the curriculum within IES departments.

The modernized curriculum for teacher education includes: - Preliminary (an organization); - Conceptual landmarks students personality implications through their scientific and innovative activism; - Development of teaching competences (epistemiological, managerial, communicative, investigative, metacognition competences) - The management of training courses on the following modules: Psycho-pedagogy; Axiology and Praxiology, IT and Educational Soft Application; Scientific Research . - Methodological suggestions (training, seminar, methodic consulting, investigation, SWOT reasoning, problem-solving, etc.). - Suggestions for assessment and evaluation; - References. Developed Curricula were translated in the English language.

2. Equipping SALiS laboratories in the SALiS beneficiary countries. The actions to have been made for laboratories equipment were: - the study of the equipment providers; - the analysis of the prospectuses of over 20 companies providing such services - the visit to four educational institutions, which have advanced laboratories - Debates with experts (professors of Chemistry, Physics, Biology) on the needs to cover curricular objectives with equipment; - the equipment lists shaping; - the preparation of the contest for the purchase, the contest conditions press informing; - the contest organization; the winners determination; - the organization of the laboratory conditions -the complete overhaul realization; -the provision of water basins installation, electricity, heat; -the outset of some equipment installation. The purchased equipment provides the coverage of the achieved objectives of the researchers (experiments) in Mechanics, Optics, and Electrostatics with alternative sources of energy and Molecular Biology.

3. Staff training in the SALiS beneficiary countries. 1.Between 21 to 22 February 2011 in Bremen, Germany, the project coordinators participated into a training which aimed on SALiS project planning process details. Thje subjects under discussion concerned project philosophy, principles and objectives of the SALiS training modules development, exchange of experience and resources, planning of training, project finance, budget and administration.

2. From October 17 to 20 201 it were held training sessions organized by the beneficiaries of the SALiS project from Ireland. The topics related regarded the training methods of science active learning, SALiS curriculum teaching and effective use of lab-work.

3.On October 24-28, 2011 in Chiinu, the Institute of Educational Sciences in partenership with the University of Academy of Moldova hosted a training organized by the experts of SALiS beneficiary countries as Germany, Irland, Bulgary. These workshops was realized for the Science didactic staff involved into this project. The topics covered by the training were as follows: 1.Contemporary Trends In Student Active Learning In Science Education; 2.Raising Motivation And Interest In Science Education; 3.Inquiry Learning In Science Classes; 4.Experiencing Inquiry Learning; This experience contributed to the didactic staff professional develoment in order to form teaching competences through the perspective of students active involvement into research process.

5. Implementation The main implementation actions are planned for next year. Within this period there were realized a set of activities like: information of the institute staff in SALiS project problems; curricula and guides debates with the science teachers within the continuous teaching training organized by the Institute; preparing conditions foe the realization of the proposed curriculum;

6. Dissemination and sustainability In order to disseminate the information regarding the project objectives, there were organized the following activities as follows: (1) SALiS informative sessions for the staff of two Chairs from the Institute of Educational Sciences, namely Mathematics and Science Chair and Psycho-Pedagogy and Educational Management Chair; (2) work sessions in order to develop school curriculum for Physics, Biology and Chemistry, and a set of curriculum implementation guidebooks; (3)preparing informative brochures about SALiS, etc. 8. Management. There were realized a huge number of managerial actions, as follows: - Management of financial resources (long months to open a bank account; to transfer money for the equipment, etc.) - Human resource management (particularly difficult to hire an expert, plus the force for a 4-8hour continuous work) - Administration management (tens of Ministry orders to realize an activity) - Management of the development (work with builders, experts in curriculum for teaching materials development)

- Management of material resources, hundreds of hours of work with various institutions providing equipment services; - Overall project management - monitoring and control of all project activities.