Abstract:

A differentially approach of the learning system in a concentric system implies different times for the same learning tasks, according to the value level which the students belong to.
The stated tendency is a way of managing the education, taking into account the personal rhythm of knowledge assimilation for each student. The learning time compression is entirely legitimate for the students who show predisposition for a specific type of activities (e.g. for the physics laboratory classes).
Normally, this method should focus especially on new institutional ways of organizing the learning such as the groups of 3-8 students.
In contrast with classical teaching theories, in the concentric circle system we are suggesting in this paper, the simple to complex knowledge acquisition is not done according to the student’s age, but having taken into consideration the level of perception and understanding of physics phenomena, the stored mathematical knowledge, the skills, the reasons and interests of pupils of the same age and grade.
From this point of view, a differentially learning system of a concentric type is ideal because it takes into account each student, the students’ personal rhythm from a group being quite similar concerning the learning potential.

Keywords:

Concentric system, learning potential, time compression.