CONSTANTIN CUCOS PEDAGOGIE 2006 PDF

Teaching Techniques: Project-Based Learning. Online Course – LinkedIn Learning. Constantin cucos Pedagogie. Raluca Chirvase. Constantin. ; Cerghit, ; Jinga, ). .. Cucoş, Constantin (). Pedagogie. Iaşi: Editura Polirom. Jinga, Ioan (). Manual de Pedagogie. and Kauffman (, p. ) define the .. included in the resource program from the following schools: Şcoala Constantin. Brâncoveanu.

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The educational philosophy remain a theory while learning experiences are organized based on critical thinking model, educational alternatives, and constructivist options. The cufos builds its identity based on public events participation. The parallel between a concept and a reality can lead to serious misunderstanding if they are incongruent. The ascertaining researsch starts from the hypothesis that ranking the reasons for learning is different along school years. The problem that rises in this context is: It is like a public game where identity is lost or cuocs borders became fragile melting in a collective identity that stops when show stops.

Research results For verifying the research hypothesis, the significance of the difference between the means obtained by mentors and practicing students respectively, the subjects who answered the applied questionnaires was established by calculating the value of the signification test test t, Student.

For verifying the research hypothesis, the significance of the difference between the means obtained by mentors and practicing students respectively, the subjects who answered the applied questionnaires was established by calculating the value of the signification test test t, Student.

Identifying the factors that trigger the activity of learning, that sustain it a long period of time in spite of obstacles more or less difficult to surpass, that orientate it towards certain goals, that allow it to last even if the goals are not immediately reached or that stop it at a given time, presumes ranking the reasons for learning from qualitative and quantitative criteria.

They are teachers that assume the risk and engage in a postmodern learning style. The extrinsic reasons 1 derive from factors that are exterior to the learning activity.

Yet pedagogical observation shows that an excess of such motivation may lead to unpleasant consequences: The 34 items relevant for the performed study were associated to a Likert-type five step scale, where the 1 st position expresses total agreement and the 5 th position expresses total disagreement. Still, generally speaking, during adolescence the impulse of the strong ego affirmation is the dominant component of the school motivation, as well as during the active period of time of the individual, maintaining high levels of aspiration.

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Such a learning is much more efficient, because, even if it puts more strai non the student, delays tiredness thanks to the satisfaction it pedxgogie and allows the learner to perfom a longer lasting activity and get higher yield. Researches believe the hard core in education constantln to the formal education. The street is dynamic, alive and colored.

A constahtin is a psychical structure that initiates, orientates and adjusts actions towards a more or less explicit pedagoyie. The sphere of the learning behaviour patterns is plurimotivated and shows the motivational mechanism of learning. The reasons included in the vonstantin of school success-failure 5 are grouped around the will to success or to avoid failure.

The culture is created at any social level. The motivation for learning is made of all the reasons that, in their capacity of internal conditions of the personality, determine, orientate, organise and augment the intensity of the learning efforts.

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The lack of value authority leads to the ontological transformation of the objective and subjective world into a huge site for survival. The contemporaneous world has few moments of stability. The theoretical reference frame is based on the most recent national and international research results and the practical-theoretical frame follows the standards for mentoring programs that have been established by the European Mentoring and Couching Council.

If achieved, learning is with hard efforts and tiresome. In the absence of this desire, school grades decrease rapidly. We found interesting the statements of the years old students, that are cognitively motivated the most, comparing to older students. The two questionnaires were drafted through the application of the focus group method, which had three rounds of two hours each.

Postmodern education can not exclude a potential conflict among formal and informal education. In this investigation, the questionnaire-based investigation method was used.

The first place in boys is occupied cognitive reasons that appear as early as 12 years old and by professional reasons. Not being motivated for learning expresses the absence of the will to learn, of the interest to assimilate knowledge and most of all passivity and lack of spontaneity, even a refuse and isolation from any school activity.

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Bibliography – Annales universitatis apulensis

I am with my colleagues, to get marks, to have a diploma, to write and read etc. The student succeeding in not so easy a task feels satisfied by his work, by the effort that he made to learn; the feeling of success may compensate a previous failure or may contribute to even removing the inferiority feeling; self-trust will grow, and the interest towards learning in the given field will increase.

Through the verification of work hypotheses 2. The responsible educational institutions offer few attractions to motivate young. Further to the application of the questionnaires presented under Used instruments chapter, a series of data was obtained, which were processed through the SPSS software, version 10 for Windows.

Most of the students, irrespective of age, show an extrinsic motivation for learning, reflected in very well defined pragmoatic purposes obtaining a diploma, material advantages from their parents, good grades, prises etc.

The commercials infiltrate artistic manifestations with sensorial experience.

Postmodernism is characterized through loosing bench-marks. Study Regarding constantiin Reasons for Learning Starting from the fact that success in school learning is not only the result of abilitites and skills and that not always students with high intellectual capacity remark themselves in school pecagogie, we intended to investigate the dynamics of reasons for learning at different ages. These are consequences of dramatic changes, of social order and thinking models destruction.

This is the world we build with democratic freedom. At these ages, competition in school results may be a strong motivational factor. Our supposition that learning is determined in tenagers high-school students mostly by self-achievement reasons has not been confirmed.