Personality Development in Education and Methods of Inquiry
Personality development is the process of promoting a person’s inner and outer being in a bid to yield a positive mindset and change in their life. More to say, the process includes polishing, refining and boosting the person’s confidence, widening the capacity and their knowledge scope, communication, and language usability, nurturing some kind of skills and hobbies, manners and acquisition of a particular way which the person looks, walks or talks. Needless to say, education plays a major and important role, right from childhood, as far as personal development is concerned. This paper seeks to bring to light the various methods in education that brings about its significance to the noble role. These methods include but not limited to the following: problem-based-learning, STEM or science-based learning, philosophy, decision making, cooperative learning and deep-questioning technique, among many others.
As such, students get equipped with very effective and efficient skills of communication while developing the skill and essence of sharing. This is made to happen through the collectivity and the bringing together of ideas to arrive at an agreeable solution, as earlier indicated. (Savery, 5-15) On the same development, it is widely and often known that the way teachers were once taught, so they teach. As such, should problem-based learning be the desired technique, it should be demonstrated and put into use often, in teacher-training programs. Consequently, problem-based learning is essential in modeling not only students into positive personality in learning but also the teachers into efficient education facilitators. This, being the preliminary step, caters for real world-based, standards-based and inquiry-based learning, binding together all the four subjects of the STEM.
The main idea about this is to quench the student’s personal interest in heartedly wanting to pursue such courses while placing an emphasis on the gap between out-of-school and in-school learning opportunities under the STEM. (Basham et al. With the middle school, the STEM courses happen to be more challenging, extensive and mind-engaging. Still in pursuance is the awareness of STEM occupations and fields on the part of the student, not putting aside the fields’ requirements as far as academics are concerned. As opposed to individual learning, cooperative learning involves the students majoring in each other’s skills and resources. In addition, the role of the teacher shifts from information giving to students’ learning facilitation. As such, the success of the group hence means the success of the individual students of the particular group.
In such a case, the personality of the students is far much influenced by the group members at large though each will make their own decisions. This method becomes similar to problem-based learning, though not in every aspect. For an example, questions such as: what can we say knowledge is? What does it mean by being educated? And what could teaching be? These questions would bring and spur the teacher or student into learning, but based on what they believe in or what their own minds conceive then the perception of the same matter by others. (Oancea, 80-88). On a different note, many leaners have different methods of learning or ways in which they absorb information. That notwithstanding, the teachers also have different techniques of teaching or transferring knowledge to the students.
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