The purpose of this study was to investigate adolescentsвЂ™ knowledge and attitudes towards VHCT services amongst adolescents attending high school in Addis Ababa, the capital city of Ethiopia. However, utilisation of the VHCT services amongst adolescents has been reported as low by previous studies. His thinking, despite being logical, is still centered on the concepts of the physical world, where logical-mathematical abstractions are incipient.ДЇormal-operative stage (from eleven to sixteen years old) - stage in which the adolescent builds propositional thinking, managing to take into account possible hypotheses, different points of view, and being able to think scientifically.Voluntary HIV counselling and testing (VHCT) is one of the key strategies in the prevention of HIV in Ethiopia. This is called the age of whys and make-believe.Д¬oncrete-operative stage (from seven to eleven years old) - the child begins to build concepts through logical structures, consolidates the observation of quantity and builds the concept of number. Preoperative stage (from two to six years old) - the child starts building the cause and effect relationship, as well as the symbolizations. At this stage, he develops the concept of object permanence, builds sensorimotor schemes and is able to imitate, starting to build mental representations. Sensory-motor stage (from birth to two years old) - the child develops a set of 'action schemes' on the object, which allow him to build a physical knowledge of reality.

The order of these stages would be invariable, although the time intervals for each one of them are not fixed and may vary depending on the individual, environment and culture. Therefore, the acquisition of knowledge depends both on the subject's cognitive structures and on his/her relationship, the subject, with the object.ДЇor Piaget, human development follows certain hierarchical stages, which follow from birth until they are consolidated around 16 years of age. Based on experiences with children from birth to adolescence, Piaget postulated that knowledge is not totally inherent to the subject himself, as postulated by apriorism, nor does it come fully from the environment that surrounds him, as postulated by empiricism.ДЇor Piaget, knowledge is built through the interaction of the subject with his environment, based on existing structures. This theory of the development of intelligence was developed by the Swiss biologist, psychologist and epistemologist Jean Piaget (1896-1980), and consists in part of a combination of the philosophical theories existing at the time, apriorism and empiricism.

For this concept, he explained that, when a behavior is followed by positive reinforcement (reward) or negative (suppression of something unpleasant - not to be confused with punishment), the frequency of this behavior increases or decreases, depending on how the experience/intervention was programmed. He launched the concept of 'operant conditioning' from his experiments with rats in the laboratory, using the equipment that became known as Skinner's Box (1953). Watson (1878-1958) and that of the Russian Ivan Petrovich Pavlov (1849-1936), the establishment of its principles and theory was the responsibility of the American psychologist Burrhus Frederic Skinner (1904-1990), who became the most important representative of the behavioral stream. Theories of learning in Psychology and Education are called the various models that aim to explain the learning process by individuals.ДЄlthough several theories about learning have been formulated since ancient Greece, the most prominent in contemporary education are those of Jean Piaget and Lev Vygotsky.ДЄccording to behavioral thinking, the object of study in Psychology should be the interaction between the organism and the environment.ДЄlthough behaviorism (or behaviorism) has its roots in the pioneering works of the American John B.

Teorias da aprendizagem vygotsky