Concrete Modalities of Conducting an University Course
Concrete Modalities of Conducting an University Course

Summary/Abstract: Students differ greatly in what concerns the cognitive structures they possess and regarding the cognitive strategies which they employ during classes. For this reason, in the present article, we propose a certain course of action which would allow the new content to be learned while being understood, due to the fact that the student is able to connect it logically to the cognitive structures already existent, considering that the understanding of knowledge is in its nature a constructive activity. By studying during the classes through the proposed approach and taking notes through the Cornell note-taking system, the students form their own mental systems, their own personal models for the processing of information, and their own personal cognitive style as a result of formulating questions, hypotheses, ideas, and through their proposals for projects, knowledge blocks, and skills. The student debates, structures, and restructures. During classes, the students are thus able to organize and realize cognitive experiences; they are actively engaged in learning mechanisms, they interiorize, reflect, formulate, correlate, all while taking notes. The students develop their ability to organize, within their notes, their educational process in a rational manner, building upon the learning unit or activity. In this way, they can participate in the construction of the learning objectives, of the thematic unit, in other words – in the construction of the content itself. As a result, the autonomy of the students is developed, as well as their initiative, the students being encouraged to use their knowledge, to exercise their imagination and creativity.

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