| Center |
| Faculty of Philosophy and Educational Sciences |
| Departament |
| Research Methodology, Educational Diagnosis and Assessment |
| Lecturers in charge |
| Sin datos cargados |
| Met. Docent |
| Lectures, team work, elaboration and interpretation of instruments and materials related to the contents of the subject. |
| Met. Avaluació |
| Final examination and project work |
| Bibliografia |
| ALONSO TAPIA, J. (1992). Motivar en la adolescencia.Teoría, evaluación e intervención. Madrid Ediciones de la Universidad Autónoma. De Madrid. ILLAN, N. Y GARCIA, A. (1997) La diversidad y la diferencia en la Educación Secundaria Obligatoria: Retos educativos para el siglo XXI. Granada, Aljibe. KIMMEL,D.C. y WEINER, I.B. (1998). La adolescencia: una transición del desarrollo. Barcelona, Ariel. LAHOZ GARCIA, J.M. (.999) La diversidad en la Educación Secundaria. Alternativas educativas. Madrid, Ediciones Internacionales Universitarias.GOLDSTEIN et al., (1989). Habilidades sociales y autocontrol en la adolescencia. Barcelona, Martínez Roca. |
| Continguts |
| CONTENT. 1. Secondary Education and educational laws. 2. Differential characterization of Secondary Education students. 3. Adolescent educational achievements as a developmental stage. 4. Biological development and physical changes in adolescence: repercussions on the educational process. 5. Individual maturity differences depending on the sex/gender. 6. Cognitional development in adolescence. Piaget's Theory: formal thought. 7. Sternberg triarchic theory. - Intellectual styles and scholar aptitudes. - Cognitional development programmes. 8. Scholar motivation of Secondary Education students OBJECTIVES. To understand Secondary Education as an accumulative and changing educational stage, result of an uninterrupted sequence of transitions that demands differential educational intervention. |