Nowadays, it is a strong need for a quality education that has to lead our students to sustainable acquisitions in the field of cognitive, metacognitive, social, cultural, emotional competences. Motivation is seen as a fundamental problem for the success of any learning activity. We are confronted with the phenomenon of students' demotivation, who often manifest lower interest for the topics they are studying. More, they don't know exactly what are the values which are able to ensure their guidance, and they don't know where to search for authentic attitudinal models. In this case, it is necessary a reconsideration of the teacher's roles, because the teacher is not just a "cold" transmitter of the essential content from a given field, but rather a guide, a facilitator, an educational context creator, able to identify the most appropriate ways to motivate students. An important direction in this sense is offered by the valorisation of non-formal activities and the involvement of students in such activities. The activities organized in the format of non-formal education can considerably increase students' motivation for learning and the involvement of students in their own formation, can consolidate their keycompetences and can develop cross-cutting competences. The paper aims to illustrate the students' opinions concerning their willingness to be involvement and to promote non-formal activities. The proposed investigation involved a survey questionnaire for students, the sample being represented by first year students from different faculties of Valahia University Târgovişte, enrolled in the pedagogical module (level 1), for the future teaching career.

The focus of the PROFILES project lies on promoting reflection oriented teaching, in order to enhance the students' scientific literacy. The emphasis is oriented on the promotion of the teachers' scientific and pedagogical competencies, especially on IBSE (as a specific strategy) and related approaches that promote this strategy. From this point of view, Science teachers -Physics, Chemistry, Biology -, as reflective practitioners, should be concerned by the process of assessment, which has to support an important restructuring process. The assessment is not only a final point in the educational process, but it has to become an integral part of the process, able to provide to teachers and students the necessary feed-back to improve their activity during the educational process. In this way, the assessment gets a special importance in modern science lessons.The paper aims to investigate the science teachers' perception concerning the importance of the assessment in the educational process, reported to the following aspects: (a) use a variety of assessment strategies that are designed to measure competencies; (b) undertake a range of formative assessment strategies with one's own students; (c) provide suitable positive feedback to both "more able" and "weaker" students; (d) assess students' knowledge and skills according to their portfolios; (e) counting different levels of thinking (different types of questions) in the process of test designing.

The present study is aimed to test the relationship between loneliness and self-actualization of young adults. Three different instruments of loneliness investigation for a total

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Our study, conducted in relation to the concrete results of an investigative approach, aims to highlight the efficiency of Sciences lessons (Chemistry, Physics, Biology) designed in the PROFILES -Education through Science training program, lessons focused on instruction through scientific investigation (IBSE), a teaching strategy based on experimentation, questioning, discovery, problem solving, group work, likely to provide relevant learning.