The Importance of Motivation in the Learning Process
The learning process is personal, resulting from construction and past experiences that influence future learning. Thus learning in a cognitive-constructivist is a personal construction as a result of an experimental process, within a person and that is manifested by a change in behavior.
By learning the subject adds to the knowledge that you have new knowledge, making connections to those existing . And during your educational path has the opportunity to acquire a cognitive structure clear, stable and organized properly, having the advantage of consolidating new knowledge, complementary and related in some way.
The main aim of education is to lead the student with a certain initial level to reach a certain final level. If you can make a student pass from one level to another, then you have registered a learning process.
It is incumbent on educators to provide such interaction situations that arouse in the student motivation to interact with the object of knowledge with their colleagues and teachers themselves.
Because even learning to occur in the privacy of the subject, the process of knowledge construction takes place in the diversity and quality of their interactions.
Therefore the action of the school should provide opportunities for the student that is induced an intentional effort, aimed at expected results and understood. DEVELOPMENT Learning is involved in multiple factors, which are mutually implicated and that while we can analyze them separately, are part of a whole which depends both on their nature, whether in its capacity , a series of internal and external conditions to the subject. However, to psychology, the concept of learning is not so simple.There are several possibilities for learning, ie, there are several factors that leads us to learn a behavior not previously we presented a physical growth, discovery, trial and error, education, etc.. (Bock, 1999, p. 114) Learning is an extremely complex phenomenon, involving cognitive, emotional, organic, psychosocial, and cultural. Learning is resulting from the development of skills and knowledge as well as the transfer of these to new situations. According to Bock (1999, p. 117), the process of organizing information and integrating the cognitive structure of the material is what the cognitive learning style. The cognitive approach differentiates the rote learning of meaningful learning. Bock (1999, p. 117) notes that the rote learning refers to learning new information with little or no association with existing concepts in cognitive structure. Since significant learning, according to the author, takes place when new content (ideas or information), is related to relevant concepts, available in clear and cognitive structure, and thus assimilated. It is necessary to reflect that each person has a set of cognitive strategies that mobilize the learning process. In other words, each person learns in his own way, style and rhythm.Although there is disagreement among scholars, these are four categories representing the learning styles. Knowledge can also be learned as a process or as a product. When referring to an accumulation of theories, ideas and concepts knowledge emerges as a product resulting from such learning, but like any product is inseparable from a process, we can then look at knowledge as an intellectual activity through which the seizure is made of something outside the person. On the social level we can consider learning as a pair of poles of the teaching-learning, whose synthesis is the educational process. This process includes all the behaviors dedicated to the transmission of culture, including those targeted as institutions, specific (school) or secondary (family), provide education. Through this exercise the historical subject, use utensils, manufactures and pray in the manner of their own group membership. (Pain, 1985, p. 16) Thus, in the Vygotskian conception, verbal thought is not a form of natural, innate behavior, but is determined by a historical-cultural and has specific properties and laws that can not be found in the forms nature of thought and speech. According to Vygotsky (1993 p.44), once admitted the historical character of verbal thought, we must consider it subject to all the premises of historical materialism, which are valid for any historical phenomenon in human society.