11-th EUROPEAN CONFERENCE E-COMM-LINE 2010 September 27-28, 2010, Bucharest, ROMANIA, ASE Piata Romana 6 STUDY ON THE PROGRESS OF LEARNING STRATEGY IN EDUCATION AS RESULT OF NEW CONCEPTS DEVELOPED BY EUROPEAN PROJECTS G. Gorghiu 1 , H. Andrei 1 , L. M. Gorghiu 2 , D. Popovici 3 and G. Jiga 4 1 Electrical Engineering Faculty, Valahia University Targoviste, 18-24 Unirii Blvd., 130082 Targoviste, Romania 2 Faculty of Sciences and Arts, Valahia University Targoviste, 18-24 Unirii Blvd., 130082 Targoviste, Romania 3 Electrical Engineering Faculty, Politehnica University of Bucharest, 313 Splaiul Independenţei, 060042 Bucharest, Romania 4 Engineering and Management of Technological Systems Faculty, Politehnica University of Bucharest, 313 Splaiul Independenţei, 060042 Bucharest, Romania Abstract: ICT-based learning resources include interactive simulations from CD-ROMS, intranet or internet- based resources including reference databases. Learning support can be provided by using interactive computer-aided learning and various applications software (e.g. spreadsheets, statistical or textual analysis, CAD, 3-D modeling, multimedia etc. Assessments can be carried out by intranet or internet-based tests with electronic marking and feedbacks. The paper is based on experiments and results in training of human resources made through EU projects such as: “FISTE - A Future Way for In-Service Teacher Training across Europe” (Project no. 118766-CP-1-2004-1-RO-COMENIUS-C21) and “VccSSe - Virtual Community Collaborating Space for Science Education” (Project no. 128989-CP-1-2006-1-RO-COMENIUS-C21). “MENUET - Mobile E-Novative Use of E-learning Technologies” the Leonardo da Vinci project (Project no. LLP-2008-1-RO1-LEO05-00813). “CIFRU” – Development of careers in Education through Human Resources Training” (Project POSDRU ID 6508) Keywords ICT –based learning resources e-Learning; on-line courses; learning objects; teacher training INTRODUCTION It is obvious that the domain of Sciences is powerfully based on experiences, observations and experimentally applications. In reality it’s not recommended to elaborate principles or specific laws without a clear realistic confirmation, process which can take sometimes many years. In this case the theoretical support has a great importance; its consequences must be checked only through remarks or experiments. These two demands are crucial in scientific investigations in all the Science areas. At the present time scientific subjects are presented as helpfulness concepts to students of different ages and different backgrounds, trained with different degrees of simplification. The curricula provide also special laboratories for remarks or experimentation. One could admit that, like in the scientific research, the experimental area plays an essential role, being absolutely necessary in the teaching of Science areas, in spite of the degree of strictness. There is no doubt that scientific experiments could be presented as simulations through specific software applications. Thus, the students have the possibility to start again and to repeat the simulated experiments. Teachers can include the simulations in their lessons but they can also use educational video-clips for the presentation of different correlated experiments. In fact, the educational video-clips became a real help in Mathematics, Physics, Chemistry and Natural Sciences lessons for a better understanding of real experiments. Many educational video-clips or virtual experiments have been designed in various European projects. There are a series of web-sites which present learning objects designed by the teachers who attended specific courses organized in the frame of European projects. Many courses were organized as on-line courses using an e-learning platform. This is the case of two distant courses held in the frame of three European projects: “FISTE - A Future Way for In-Service Teacher Training across Europe” (http://fiste.ssai.valahia.ro), “VccSSe - Virtual Community Collaborating