Specific Strategies for a More Efficient Individual Study

Dana Jucan
2014 Procedia - Social and Behavioral Sciences  
The present paper belongs to the field of university didactics, and it is directed mostly to professors delivering courses and seminars, but, at the same time, to students. The paper is structured into five logically organised sections, each section operationalizing and exemplifying the key syntagms on which the present study focuses. In what follows, we will analyse the traditional strategies of intellectual activity, or those that have already been acknowledged, and we will make reference to
more » ... he modern ones that we recommend for the formation and development of the student's competence of individual study, for the development of his intellectual activity, and implicitly, for stimulating the achievement of good performance in school. In order to organise learning situations in which moments of individual study, but also debates, reflections, etc. predominate, we mention that the strategies of individual study and the techniques of intellectual activity are carefully selected by the professor.There is a category of students who can learn these strategies implicitly, another category of students who deduce them by reflecting upon their own cognitive style, but there are groups of students who do not acquire them, or who deduce counter-productive strategies. For these situations, interventions for the development of efficient strategies of intellectual activity (according to the student's personal learning style) are proven to be very useful. Even though the strategies of intellectual activity are mostly specific to the field of study, there is knowledge and relevant skills which can be transferable for the development of strategies of intellectual activity. Superior strategies of intellectual activity involve the elaboration, organisation and understanding or processing of the information. Such a strategy of intellectual activity is suggested to students in the present paper, in order to contribute to the efficient processing of information, to the quick assimilation of knowledge. We have built this strategy by starting from the competence of individual study that we wish to form and develop in students. By trying to form and develop this competence, we have identified the specific sub-competences, and, starting from these, we have imagined, in a critical, operational manner, a complex intellectual procedure, elaborated in the manner of a strategy of intellectual activity which we have called Grid for the explanation of content (GEC).
doi:10.1016/j.sbspro.2014.07.701 fatcat:xakrpzkv6zgvfb7l24bvl4mpsm