Fear, desire to rush or panic are some of moods that all opponents we experience when we are exposing a matter before a court. Many are the hours invested in preparing this test so that in a few minutes we it play everything to a single letter. A rule of thumb when you touch us to read the issue before the tribunal is not say that we are nervous, many tend to apologize sorry for, but I’m a little nervous in a way that all the Court even those who had not given much of our nerves be fixed more on our State of mind. Take the bull by the horns forget other people and read our theme in a relaxed way as when we are at home rehearsing to do so is advisable in these cases. It may seem like a cliche, but it can get.
We must talk slowly and quietly, by modulating our voice since this will also help us to relax and give the feeling that we are sure of ourselves in the Court. We will use a simple language, with short sentences following a script, so avoid any point or important topic stays in the dark. We will be concise and will not go to detail aspects that may not be of interest. Remember that we have time to expose and we distribute it in the best possible way. If we can keep the attention of the Court it will be a key point in our favor and will help us know that everything is going well. Successfully overcome an oral test before the Court of your opposition is not difficult if you follow these small guidelines that you have offered. Practice at home, the timing and try to be as relaxed as possible. Mind that the tribunal does not bite!
A scientific revolution corresponds, to the abandonment of a paradigm and the adoption of another new one, by the consensus of the scientific community in its Kuhn totality (op. cit,). In the Theories of learning, these revolutions would be given by the Conductista Theory, the Cognitive Theory and the Constructivist Theory. Against this background, Schunk (1991) mentioned by Ertmer and Newby in 1993, raises that the fundamental difference between the theories of conductista, cognitivista and constructivist learning, rests more in the interpretation than in the definition. These differences are pronounced around aspects keys that they flow from each theoretical perspective.
In this Schunk sense (op. cit.), enumerates five definitive questions that allow to distinguish a learning theory, of the other: How it happens the learning? , Which factors influence in the learning? , Which is the paper of the memory? , How it happens the transference? , Which types of learning are explained better with this theory? From these questions, the mentioned author, adds two questions more: From where the knowledge comes? and how people arrive that is to say? Also, east author raises that has existed two epistemological positions opposed, on the origin of the knowledge: the empirismo and the rationalism; these, are still present in diverse degrees in the present theories of the learning. Therefore, the description of these epistemological positions, serves as beginning for the comparison of the raised theories of learning from the approaches: conductista, constructivist cognitivista and. Next, a picture appears summarize of the aspects differentials of these three Theories of Learning: Picture 3 Aspects differentials of the Theories of Learning CRITERIA LEARNING THEORIES Conductista Constructivist Cognitivista Roots Philosophical-Epistemological Empirismo, Positivista Rationalism objetivismo Rationalism Constructivism. Form in which the learning happens the learning obtains when an appropriate answer is exhibited after presenting/displaying a specific environmental stimulus.
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