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To take part in science interests in secondary… BASIC USE Motivating young people to become more interested in science subjects in Tanzania increased the debate, because the government decided to exercise authority in the education sector in the case of start-up independence. The driving-down strategies are restructuring instructions in the learning-based approach, enhancement of course materials, and provision of teaching and instructional staff. There is no possibility that a single theory directs this paper instead of using eclectic methods to help draw an important philosophical concept to the intended perspective. The theories assumed to guide this document are therefore observed in how motivation can be used to awaken the students & # 39; interest in scientific subjects. The theories include motivation advocated by prominent behaviorist Abraham Maslow, learning theory of prominent constructivist paradigm, including Piaget and Vygotsky, and the theory of social cognition by his advocate Albert Bandura. As Maslow (1954) says, "If we are interested in what actually motivates us and not what has or wants, or can motivate us, then a satisfied need is not a motivator." According to him and other different theories, the motivation may be rooted in the basic need to minimize physical pain and maximize pleasure, or it may include specific needs such as eating and resting or a desired object, hobby, goal, condition, ideals, or attributes. for less obvious reasons such as altruism, morality or avoidance of mortality. Motivation is of particular interest to educational psychologists because of the critical role it plays in student learning. However, the specific type of motivation studied in the specialized education differs qualitatively from the more general forms of motivation studied by psychologists in other areas. Motivation in education can have several effects on how the students learn and how they have towards the subject as for scientific subjects in our case. It can control behavior towards specific goals. Lead to increased effort and energy; Increase initiatives and perseverance in activities; Improve cognitive processing Determine the consequences that strengthen and; Lead to improved performance. Because students are not always internally motivated, they sometimes need motivated motivation, which exists in environmental conditions that the teacher creates. There are two types of motivation: First, one's own motivation that arises when people are internally motivated to do something because it either gives them pleasure, they think it is important, or they think that what they learn is significant and secondly extrinsic motivation that comes into play when a student has to do something or act in a certain way due to factors that are external to him or her as money or good grades (Wikipedia, 2008). Young people can be motivated to carry out scientific topics such as entertainment when delivered with quality, adequate materials, and appropriate facilitation through competition, science clubs, and other situations where rewards and prizes are given to best priests. Externally successful researchers and best students in science subjects can be invited to science festivals and exhibitions to show their progress. There are cognitive views on the motivation of constructivism, which emphasizes that human.