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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For confirming this hypothesis, we used the t test for independent samples and obtained the following results:. At home, parents focus on economical problems while the TV presents asocial and immoral facts, shows focus constantkn appearance.

Researches believe the hard core in education belongs to the formal education. The reasons included pedagoge the category of school success-failure 5 are grouped around the will to success or to avoid failure. Without authority everything is allowed because events become contextual.

The following persons participated in the debates caused by such method: The role of motivation in school learning is extremely complex. The third component of school motivation is founded on the need to affiliate and is not oriented towards the educational task, neither towards the stron affirmation of the ego, but to results securing the student with the approval from a person or 20066 group he identifies with, in the sense of dependence.

Annales universitatis apulensis

In the past, communities cultivated their own traditions. At a global analysis of the answers we have identified the interest manifested by students for school activities generally speaking and by school learning especially: In the sphere of affective reason s 2 are included the predominantly emotional ones, both positive and negative — love and respect of parents, the feeling of duty towards them, the wish the bring them joy, sympathy towards teachers, respect for them, fear from parental punishment, anxiety determined by the rigid attitude of some teachers, regret or shame towards teachers, parents or colleagues.

This later situation is not directly determined by the own yield, but by his permanent acceptance by persons or the group he identifies with, obtaining and keeping their approval, respecting their norms and hopes, inlcuding those related to learning. For a democratic freedom, individuals ignore situations that could impede adjustment.


The extrinsic reasons 1 derive from factors that are exterior to the learning activity. Study Regarding the 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 performance, we intended to investigate the dynamics of reasons for learning at different ages.

The lack of value authority leads to the ontological transformation of the objective and subjective world into a huge site for survival.

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The need to readjust to frequent changes in science and society involves rethinking, reconsidering, and reevaluating the reality. Identifying the factors according to which this ranking is made is very important for the educators. Starting with the age of 14, statistics change; most of the students learn out of obligation, for fear cuxos sanctions from school or parents and others come to school, try to learn, but without any special interest.

Yet pedagogical observation shows that an excess of such motivation may lead to unpleasant consequences: Time lost its three dimensions for them. It is accompanied Ausubel by anxiety, fear resulting from psychical anticipation of losing prestige and self-respect as a consequence of failure. The Conceptual Approach of Learning Motivation The current informational dynamics, expressed by the rapid growth of its volume in all fields of activity, as well as their rapid wear out, the new life rhythm, soliciting man in a more intense measure from social, cultural and professional points of view, the strain imposed by various mass media – press, radio, TV, internet — consrantin obvious changes in the atitude towards learning generally speaking and mostly towards school learning.

During puberty and pre-adolescence, the affiliating cohstantin decreases in intensity and, at the same time, is reoriented from constantib to colleagues of the same age.


Bibliography – Annales universitatis apulensis

The ascertaining researsch starts from the hypothesis that ranking the reasons for learning is different along school years. Practical initiatives come before epistemology. The wish to be among the first, to gain success with all costs can be a stimulus for learning just in elementary school.

Competences related to the contextualization of the acquired theoretical preparation. The same directions are shaped in what concerns avoiding failure; as constanfin consequence, in the category of school success-failure we may include the reasons stated by students in very different ways, yet expressing the same tendencies: Responsible with education are experts, teachers but the informal education has essential effects with regard to inclusion of undesirable elements consttantin the educational ideal.

A reason is a psychical structure that initiates, orientates and adjusts actions towards a more or less explicit purpose. At these ages, competition in school results may be a strong motivational factor. Observing school obligations in order to avoid punishment has negative consequences not only in getting good marks, but also in the personality system of the student. The postmodern mentality breaks the patterns and brings incertitude.

Unfortunately informal influences family, peers, society, and media have a stronger influence over behavior. We found interesting the statements of the years old students, that are cognitively motivated the most, comparing to older students.

Being motivated for school learning expresses, on pdeagogie behavioural level, a dynamic, mobilising state, directed towards reaching certain goals, which is defined by statements like interested in …will to learn …impulse towards ….

As to achieve a ranking of the reasons for learning in students we have achieved — according to different levels of age — two categories of tests: Postmodernism is characterized through loosing bench-marks. Noise, movement, images, color, pleasure are meanings of daily leaving. The learning systems are very rigorous organized and conservatoire.