Authors: Mariana Ardelean, Nicolae Neagu

Affiliation

“George Emil Palade” University of Medicine, Pharmacy, Science, and Technology of Targu Mures, Romania

Abstract 

Abstracting through symbols represents the last stage within the process of cognitive processing of a notion. Taking the form of a specific language, graphic representations have the role, on the one hand, to reunite in Venn diagrams the information abstracted via symbols, and on the other hand, to facilitate visualizing the connections between data and revealing some new possibilities to connect and to intertwine them. Dividing into components the entire studied matter/issue (for example, the structural units of sports training, the periodization of sports training, etc.) will lead to a more thorough acquisition of theoretical-practical knowledge, to an understanding of the relationships between two or more teaching concepts, to a comparison and critical analysis of their components, to a reduction of the learning time (emphasis being placed on learning and thorough studying of the links between the studied contents) and, not least, to the development of critical thinking. In this manner, the subjects are determined, within a formal framework, to correctly use in various teaching contexts (in writing/orally) the already known or even new lexical elements, specific to sports training. The cognitive skills formed by using these teaching strategies are the fruit of critical thinking, of cognitive acquisitions obtained through disciplined, self-corrective thinking, whose evaluation criteria are: clarity, accuracy, validity, logic and appropriateness to purpose.

Key words: graphic symbol method, mathematical operation method, critical thinking.

11-ardelean184-188

https://doi.org/10.26659/pm3.2019.20.4.184