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

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?