CHALLENGES OF ACQUIRING SCIENTIFIC KNOWLEDGE FOR STUDENTS OF PRE-UNIVERSITY EDUCATION AND TEACHER RESPONSIBILITIES IN THE CLASSROOM ENVIRONMENT

Year 2019, , 367 - 376, 01.08.2019

Evjonda Pyllı Pranvera Brame

https://doi.org/10.26809/joa.4.028

Abstract

It is already known that one of the greatest
challenges of education nowadays is: motivating students in language
acquisition. The school, besides being one of the main agents of socialization,
is at the same time the main institution which has the responsibility and the
attribute to provide students with scientific knowledge according to their age
and characteristics.

Thus, in order to guarantee this attribute,
specialists of education, educators, researchers in the field of education
psychology, methodology, etc. constantly recommend the application of critical
thinking techniques by the teachers.

The aim of this paper is to highlight the importance
of acquiring scientific knowledge at an early age and defining effective
strategies in order to achieve this goal.

This paper also aims to review some important issues
such as: motivating students through teaching strategies in classroom environments
and the responsibilities of the teacher who will serve as a catalyst to carry
out the above processes.

Through this study we will answer these questions: How
can students be motivated in classroom environments when scientific knowledge
can be provided in different ways and in relatively short time? What are the
most effective strategies for their motivation? Why is it so important to
acquire scientific knowledge for this age? What are the specific
responsibilities of the teacher during this process?

Keywords

motivation, pre-university education, classroom, environment, teaching strategies

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