| Articolul precedent |
| Articolul urmator |
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 1042 28 |
| Ultima descărcare din IBN: 2024-02-20 12:52 |
| Căutarea după subiecte similare conform CZU |
| 37.016:81’342 (2) |
| Fundamente ale educației. Teorie. Politică etc. (3934) |
| Lingvistică. Limbi (5052) |
 SM ISO690:2012BOGHIU, Liliana. Diferențierea aspectelor metodologice în psihopedagogie și andragogie. In: Ştiinţă, educaţie, cultură, 10 februarie 2017, Comrat. Comrat: Universitatea de Stat din Comrat, 2017, Vol.2, pp. 240-242. ISBN 978-9975-83-040-9. |
| EXPORT metadate: Google Scholar Crossref CERIF DataCite Dublin Core |
| Ştiinţă, educaţie, cultură Vol.2, 2017 |
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Conferința "Ştiinţă, educaţie, cultură" Comrat, Moldova, 10 februarie 2017 | ||||||
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| CZU: 37.016:81’342 | ||||||
| Pag. 240-242 | ||||||
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Andragogics concept comes from the Greek "andros" means "man" and "gnosis" - "teaching" Malcolm S. Knowles, a leading American theorist in the field of education and teaching for adults, coined the term "andragogy" and formulated the theory underlying it. [1, 3-4] He differentiates term pedagogy, which refers to "the science of teaching children" at deandragogie, meaning "the art and science of helping adults learn" based on the idea that approaches to learning are totally different in the two situations. Knowles initially develop their theory based on the following four, then five assumptions about the characteristics of adult learning. |
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| Cuvinte-cheie andros, teaching, adult learning |
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