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In this age of rapid technological development and educational reform, there is an indisputable need for a combination of mediation tools (cloud computing tools) that significantly teach language skills. Thus, this study aimed to investigate the perceptions of tertiary-level EFL teachers and students regarding the tool mediation experience in reading skills in cloud computing teaching and learning environment. Simple random sampling was employed to select 156 first-year students and 32 teachers who participated in this study at Bahir Dar University (BDU). In this study, two sets of questionnaires, comprising 47 items for each of the three parts, were distributed to collect quantitative data from students and teachers of BDU. The quantitative data from questionnaires were analysed using descriptive statistics, one-sample, and two-sample t-tests, and Pearson product-moment correlation. The results showed that teachers positively perceived the importance of mediation tools or parameters for reading tasks. Nevertheless, teachers’ practice of mediated learning experience tools does not utterly reflect their perceptions of the application of mediation tools. The current finding also revealed that considering technology as a mediation tool in reading sessions at the university level, teachers had below-average responses in implementing mediation tools even though they had a positive perception of it. Finally, educational institutions, researchers, and academic staff in BDU should take the initiatives to equip university language teachers with mediation tools in cloud computing English classrooms and to design a national technology-based learning policy and strategy.

There is increasing interest in identifying biological and imaging markers for the early detection of neurocognitive decline. In addition, non-pharmacological strategies including physical exercise and cognitive interventions may be beneficial for those developing cognitive impairment. The Feuerstein Instrumental Enrichment (FIE) Program is a cognitive intervention based on Structural Cognitive Modifiability and the Mediated Learning Experience (MLE) and aims to promote problem-solving strategies and metacognitive abilities. The FIE program uses a variety of instruments to enhance the cognitive capacity of the individual as a result of mediation. A specific version of the FIE program was developed for the cognitive enhancement of older adults, focusing on strengthening orientation skills, categorization skills, deductive reasoning and memory. We performed a prospective interventional pilot observational study on older subjects with MCI who participated in 30 mediated FIE sessions (two sessions weekly for 15 weeks). Of the 21 subjects who completed the study, there was a significant improvement in memory on the Neurotrax battery comparing pre- and post-intervention scores (pre: M=95.3, SD=12.2, post: M=101.2, SD=7.9, p

O autismo é considerado uma das categorias de transtorno invasivo do desenvolvimento na Classificação Internacional de Doenças (CID-10). A pessoa com esse transtorno pode apresentar um conjunto de individualidades, mas de maneira geral é possível observar a maior prevalência de atraso (ou mesmo de não aparecimento) da comunicação verbal, dificuldade na interação social, restrições de interesses e movimentos restritos e repetitivos. Estima-se que, no Brasil, dois milhões de pessoas tenham o Transtorno do Espectro Autista (TEA). A escola, como sendo um dos locais que possibilita a convivência social e a aprendizagem, tem recebido e formado gerações de pessoas e, nos últimos tempos, a entrada de crianças diagnosticadas com TEA tem aumentado. A constatação dessa situação se apresenta como um fato que necessita de apoio e pesquisa com materiais e ideias inovadoras que tenham condições de ir ao encontro da colaboração na educação das crianças com autismo. Diante de tal contexto, o foco do trabalho se voltou para criação de um GDD – Game Design Document de um jogo digital como estratégia pedagógica direcionada ao trabalho como crianças com TEA. Contudo, durante o processo de pesquisa verificou-se a importância da mediação do professor para o desenvolvimento cognitivo de crianças com autismo. Desse modo a utilização da Experiência de Aprendizagem Mediada (EAM) de Feuerstein fundamentou as experiências realizadas com as crianças entre 4 e 5 anos com autismo de uma escola de educação infantil da rede municipal de Uberlândia. A utilização do jogo digital, denominado Adivinha, amparado em uma mediação estruturada possibilitou situações nas quais puderam ser observadas evidências de desenvolvimento de habilidades comportamentais novas nos alunos. Para além disso, e sobretudo resgatando o compromisso social da universidade pública para com a disseminação de conhecimento científico, Adivinha pode ser acessado gratuitamente por meio do link: https://play.google.com/store/apps/details?id=com.UniversidadeFederaldeUberlndia.Adivinha Autism is one of the categories of invasive developmental disorder at International Classification of Diseases CID-10. The person with this disorder may present a very heterogeneous set of individualities, in general the delay (or even the non-appearance) of verbal communication, difficulty in social interaction, restrictions of interests and restricted and repetitive movements. It is estimated that in Brazil, two million people have Autism Spectrum Disorder (ASD). The school, as one of the places that allows social coexistence and learning, has received and formed generations of people and, in recent times, the entrance of children diagnosed with ASD has increased. The realization of this situation is presented as a fact that needs support and research with innovative materials and ideas that are able to meet collaboration in the education of children with autism. Faced with such a context, the focus of the work turned to the creation of a GDD - Game Design Document of a digital game as a pedagogical strategy directed to work with children with ASD. However, during the research process, the importance of teacher mediation for the cognitive development of children with autism was verified. Thus, the use of Feuerstein's Mediated Learning Experience (MLE) was the basis for the experiences carried out with children between 4 and 5 years old with autism at a child education school in the municipal network of Uberlândia. The use of the digital game, called Adivinha, supported by structured mediation, enabled situations in which evidence of the development of new behavioral skills in students could be observed. In addition, and above all, rescuing the public university's social commitment to the dissemination of scientific knowledge, Adivinha can be accessed for free through the link:https://play.google.com/store/apps/details?id=com.UniversidadeFederaldeUberlndia.Adivinha Dissertação (Mestrado)

This paper aims to investigate English teachers’ knowledge of mediation and their classroom practices in terms of Feuerstein’s 12 features of Mediated Learning Experience. In order to collect data, a questionnaire survey adapted by Cheng (2011) from Williams and Burden’s Mediation questionnaire, with a reference to Liao’s Communicative Language Teaching questionnaire was employed to 17 English instructors working at a foundation university. The survey composes of two parts; in the first part there are 9 questions based on 4 vignettes and in the second part there are 12 statements related to MLE. The results indicated that the teachers did not have any idea about the notion of mediation, but their responses to the questions relating to their practices indicated that they employed universal features rather than situational features of 12 Mediated Learning Experience (MLE). As a result, it is possible to suggest that the teachers should be trained in terms of mediation to raise awareness for knowing what their roles are as mediators because of their critical roles in the classroom.

Submitted by Boris Flegr (boris@uerj.br) on 2021-01-07T18:33:08Z No. of bitstreams: 1 Tese_Erica Cindra de Lima Baptista.pdf: 1181956 bytes, checksum: d0db5b09e39d0f4aa734ccd6b8118920 (MD5) Made available in DSpace on 2021-01-07T18:33:08Z (GMT). No. of bitstreams: 1 Tese_Erica Cindra de Lima Baptista.pdf: 1181956 bytes, checksum: d0db5b09e39d0f4aa734ccd6b8118920 (MD5) Previous issue date: 2019-03-13 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior This study aimed to analyze the effects of a Mediated Learning Experience (EAM) program on the school performance of students diagnosed with Cerebral Palsy. In this sense, a research work was developed in three stages. Study 1 had as objectives: to evaluate the students diagnosed with CP to identify the possible effects of the school performance after the accomplishment of the Teacher Training Program, in the Experience of Mediated Learning and curricular adaptation for children with CP. This phase was carried out under a quasi-experimental design, with an exploratory character, supported by a research design, pre-test / training / post-test, used with the students composed of 2 students who maintained individualized interaction, with their own teachers, in the classroom environment. These participants were in the age group between 7 and 11 years old, all diagnosed with PC. The school performance of these participants was assessed based on the TDE School Performance Testing student's assessment before and after the intervention. Step 2 had as objective: to elaborate and apply a teacher training program aiming at the promotion of School performance in students diagnosed with CP. It was used, with the teachers, as a Pre-test and post-test instrument the EAM Scale to evaluate the repertoire of behaviors Mediators of the teachers involved in the research. Study 3 aimed at analyzing, critically, the curricular adaptation procedures used for students with Cerebral Palsy (CP), in the age range between 6 and 9 years of age, in the context of the Inclusive School. At this stage of the research, the procedures of Systematic Review of Literature (RSL) were used for tracking databases of publications produced and published in the period 1997-2014. Then, an interview was conducted with 4 teachers of a Center for Neurorehabilitation that attend professionals who teach to students with Cerebral Palsy, followed by a questionnaire related to subjects related to specific curricular adaptations for children with cerebral palsy. The relevance and social validity of this research work was based on the possibility of objectively evaluating the effects of the teacher training program on students' learning with CP. It is hoped that this psycho-pedagogical proposal will generate changes in the ways of meeting the demands of curricular adaptations for students. Indicators were defined for the purpose of implementing actions in Public Policies focused on improving the inclusion / insertion process and adapting access to the curriculum for this population Esta pesquisa teve como objetivo analisar os efeitos de um programa de Experiência de Aprendizagem Mediada (EAM), no desempenho escolar de alunos diagnosticados com paralisia cerebral (PC). Nesse sentido, foi desenvolvido um trabalho de pesquisa dividido em três etapas. O estudo 1 teve como objetivos: avaliar os alunos diagnosticados com PC para identificar os possíveis efeitos do desempenho escolar após a realização do programa de formação docente, em Experiência de Aprendizagem Mediada e adaptação curricular para crianças com PC. Esta etapa foi feita sob um delineamento quase experimental, de caráter exploratório, apoiado por um delineamento de pesquisa intra-sujeitos, do tipo pré-teste/treinamento/pós-teste, utilizado com 2 alunos que mantinham situação de interação individualizada, com seus próprios professores, no ambiente de sala de aula. Esses participantes se situavam na faixa etária entre 7 e 11 anos de idade, todos diagnosticados com PC. O desempenho escolar desses participantes foi avaliado com base no Teste do Desempenho Escolar (TDE), com avaliações dos alunos antes e depois da intervenção. I estudo 2 teve como objetivos: elaborar e aplicar um programa de formação docente visando a promoção de desempenho escolar em alunos diagnosticados com PC. Foi utilizado, com os professores, como Instrumento pré-teste e pós-teste e a Escala EAM para avaliar o repertório de comportamentos mediadores dos professores envolvidos na pesquisa. O estudo 3 teve como objetivo analisar, criticamente, os procedimentos de adaptação curricular, utilizados para alunos com paralisia cerebral (PC).. Nesta etapa da pesquisa, foi realizada uma entrevista com 4 professoras de um Centro de neurorreabilitação que atende profissionais que lecionam para alunos com paralisia cerebral, seguido de um questionário relativo a temas vinculados a adaptações curriculares específico para crianças com paralisia cerebral. Nesse contexto, percebemos a relevância e validade social deste trabalho investigativo assentados na possibilidade de avaliar, objetivamente, os efeitos do programa de formação de professores na aprendizagem dos alunos com PC. As práticas favoreceram o aluno na medida em que as condições de ensino, para sua aprendizagem, passaram a ser conhecidas e consideradas. Neste sentido a formação de professores em EAM, foi fundamental para que compreendessem como organizar o ensino para a aprendizagem reforçando a ideia de que vale a pena investir em formação de professores, principalmente, sobre as habilidades, necessidades e a capacidade de aprendizagem dos alunos com deficiência. Espera-se que essa proposta psicopedagógica gere mudanças nos modos de atendimento das demandas das adaptações curriculares, para os alunos. Indicadores foram definidos para fins de execução de ações em Políticas Públicas focadas na melhoria do processo de inclusão/inserção e de adaptação de acesso ao currículo, para essa população

Thesis deals with the use of mediated learning experience in the focus on the communication skills of preschool children. Thesis follows up the theoretical knowledges of preschool education especially content of it and related to main documentes. Thesis describes the development of child in preschool age and describes the speech development and speech impairments. Thesis is focused on the mediated learning experience, its principles, goals and also on the theory of structural cognitive modifiability. In the last part of thesis is describede the program of Feuerstein instrumental enrichment, which is the main part of the research. The goal of thesis is to analysed the use of the Feuerstein instrumental enrichment program in the focus on development of preschool children's communication skills.

This bachelor thesis introduce dynamic assessment as an approach, which could be part of the practice of a school psychologist, and tries to figure out, whether, and to what extent is this method applied to school psychologists' everyday job. The data was collected and analyzed through the method of qualitative research from semi-structured interviews with seven school psychologists. The results of the research imply that school psychologists do utilize principals of dynamic assessment to a certain extent, but in majority they don't use it systematically. This resume is in agreement with the research, which was carried out under the project RAMPS-VIP III. In the resume, the author comes with the hypothesis that it might be useful if school psychologists learnt more about this method already during their studies - particularly those of them who potentially aspire for a career in schooling or counseling. KEYWORDS Dynamic assessment, school psychology, learning difficulties, mediated learning experience

This diploma thesis deals with influence of Feuerstein's method of Instrumental Enrichment on didactics of elementary school teacher. The Instrumental Enrichment method is a very sophisticated strategy for developing individual cognitive structures. A person who helps develop cognitive structures acts as a mediator. These mediators are most often parents or teachers. So, according to Feuerstein, the teacher is not merely a knowledge builder, but he tries to develop his / her thinking and teaching potential. The aim of my work is to deepen the general knowledge of the influence of this method on teachers' didactics from the perspective of those teachers who work with it. To clarify in which areas didactics teachers perceive the impact of this method and how concrete changes are reflected. The theoretical part of the thesis introduces the author of the method, Professor Reuven Feuerstein, and the theoretical starting points from which his method is based. In addition, Feuerstein's Instrumental Enrichment Program is introduced, which is an application of mediated learning to pedagogical practice. It further defines the concept of didactics. The last part deals with available research on the influence of the method on teachers' didactics. In the empirical part, which is based on qualitative research...

Se presentan los resultados de la investigación que tuvo como objeto fortalecer la competencia de resolución de problemas matemáticos de estructura multiplicativa a través de la implementación de una propuesta pedagógica basada en el modelo de la mediación de Reuven Feuerstein y su teoría Modificabibilidad Estructural Cognitiva. El estudio estuvo inscrito en el paradigma histórico-interpretativo, el enfoque cualitativo y utilizó el diseño de la Investigación-Acción (IA). Participaron 77 estudiantes de dos grupos del grado cuarto de básica primaria de una institución educativa pública de la ciudad de Cúcuta, Norte de Santander (Colombia). Los resultados muestran un avance significativo y/o moderado en todos los participantes, especialmente en estrategias cognitivas y estrategias metacognitivas. Se concluye que la Experiencia de Aprendizaje Mediado (EAM), de Reueven Feuerstein, tiene un potencial significativo en el campo pedagógico, permitiendo el desarrollo de nuevos aprendizajes y la mejora significativa de muy diversas habilidades de las personas, ya que se centra en las dificultades del individuo a nivel de pensamiento. Lista de tablas 9 Lista de gráficas 10 Lista de fotos 11 Lista de imágenes 13 Lista de anexos 15 CONTEXTUALIZACIÓN DE LA INVESTIGACIÓN 16 Situación Problémica 24 Pregunta de investigación 24 Objetivo general 24 Objetivos específicos 25 Justificación 26 Contextualización de la institución 29 MARCO REFERENCIAL 31 Antecedentes de la investigación 31 Marco teórico 43 Marco legal 62 DISEÑO METODOLÓGICO 65 Tipo de investigación 65 Participantes 67 Instrumentos de recolección de información 69 Procedimientos 70 Categorías de la investigación 70 Resultados 74 Prueba diagnóstica 74 El proceso de intervención: el desarrollo de la propuesta pedagógica 83 La evaluación final 97 Discusión 102 Principios éticos 119 PROPUESTA PEDAGÓGICA 120 Presentación 120 Objetivo general 121 Objetivos específicos 122 Justificación 122 Metodología 123 Unidades didácticas 125 CONCLUSIONES 151 RECOMENDACIONES 156 REFERENCIAS BIBLIOGRÁFICAS 157 Maestría Present the results of the research that aimed to strengthen the competence of solving mathematical problems of multiplicative structure through the implementation of a pedagogical proposal based on Reuven Feuerstein's model of mediation and his Cognitive Structural Modifiability theory. The study was inscribed in the historical-interpretative paradigm, the qualitative approach and used the design of Action Research (AI). 77 students participated in two groups of the fourth grade of elementary school of a public educational institution of the city of Cúcuta, Norte de Santander (Colombia). The results show a significant and / or moderate progress in all participants, especially in cognitive strategies and metacognitive strategies. It is concluded that Reueven Feuerstein's Experience of Mediated Learning (EAM) has significant potential in the pedagogical field, allowing the development of new learning and the significant improvement of people's very diverse abilities, since it focuses on the difficulties of the individual at the level of thought.

The paper introduces principles of dynamic assessment. The author emphasizes differences between the dynamic and static assessment, i.e. the assessment using traditional standardized tools. He further describes some of the dynamic assessment procedures. Attention is particularly drawn to the mediated learning experience theory. The second part of the text summarizes a wide range of researches which used the dynamic assessment approach. Results show that the dynamic assessment offers more complex information on an educational process; it reveals children’s and adolescents’ learning potential in details, and it suggests particular forms of efficient intervention. The author also describes his own dynamic assessment tools, which have been repeatedly used in the course of various researches and proved their effectiveness.

This paper concerned about how criteria of mediator applied in role of the teacher in EFL class and what the most dominant criteria of mediator done by the teacher in EFL class. It was limited to analyze the role of teacher as mediator based on Feuerstein’s Mediated Learning Experience criteria (1980) in Xiongyong et al., (2012). The method was qualitative research by using techniques structured observation and questionnaire that the process of teaching and learning was recorded by video then it was transcribed to identify the existence of criteria of mediator in the class. It also used observation worksheet to show the existence of criteria of mediator during three times observation. Based on the findings of the research, the teacher applied all criteria of mediator well which shared intention was the most dominant criteria that was done by the teacher in the class with percentage 87%. It means that the teacher made instructions clearly during the learning so that the students could understand about the lesson and present their tasks well.

RESUMO Apresentamos o quadro norteador de pesquisa (QNP) como ferramenta para o ensino do gênero projeto de pesquisa. Analisamos 15 QNPs de alunos de Letras da Universidade Federal do Ceará, na disciplina de Leitura e Produção de Textos Acadêmicos. As diversas versões de refinamento desses quadros permitiram-nos observar 3 dificuldades na construção dos objetos de pesquisa: 1) apreensão de conceitos, 2) planejar com coesão os eixos do quadro, 3) domínio da linguagem acadêmica. O QNP exigiu sofisticado exercício de reflexão na concatenação de ideias, representando um significativo direcionamento para a fase seguinte da produção escrita do gênero em questão. ABSTRACT We present the QNP as a guide for organization of ideas within research projects by 15 students of an undergraduate program at Federal University of Ceará: Literature and Languages. QNP’s several versions allowed us to observe students’ difficulties in relation to the construction of research objects, difficulties which were classified in 3 categories: 1) conceptual understanding, 2) cohesion in relation to the planned actions, and 3) short proficiency in academic writing. The QNP demanded a sophisticated reflection on the construction of research objects and a connection amongst the ideas, getting a meaningful itinerary for the next phase of project writing.

Creemos que la escuela se instaló con firmeza ante las dinámicas culturales existentes para fortalecer la acción Estatal sobre los sujetos escolarizados, sometiéndolos a los requerimientos exigidos por el modelo económico imperante. Esta lógica, ha facilitado en la escuela un contexto inundado de incomunicaciones e incomprensiones entre los actores educativos, en medio de prácticas pedagógicas coercitivas que reducen el aprendizaje a una calificación (olvidando el proceso), castigando la curiosidad, exploración, colaboración y creatividad. Este entramado social, cobra especial interés desde las Experiencias de Aprendizaje Mediado, asumidas como un enfoque pedagógico social acerca del desarrollo cognitivo diferencial de jóvenes vinculados a episodios de infracción de ley, porque sus efectos introducen en el organismo una gran variedad de estrategias para el enriquecimiento de sus capacidades, mediante procesos que favorecen su desarrollo emocional y cognitivo., We believe that school was firmly installed in the existing cultural dynamics to strengthen State action on schooled individuals, subjecting them to the requirements demanded by the prevailing economic model. This logic has facilitated a flooded context of isolation and misunderstanding between the educational actors in the school, in the midst of coercive pedagogical practices that reduce learning to a qualification (forgetting the process), punishing curiosity, exploration, collaboration and creativity. This social framework acquires special interest from Mediated Learning Experience, taken as a social pedagogical approach on the differential cognitive development of young people linked to episodes of law infringement, because its effects introduce a wide variety of strategies to enrich their abilities, through processes that promote their emotional and cognitive development., Universidad de Granada. Departamento de Didáctica y Organización Escolar. Grupo FORCE (HUM386)

There is agreement about the need to improve preschool teacher education, especially in those aspects related tothe tools for reflection and change of the pedagogical practices. In this context, a formative experience was carriedout from the perspective of action-research. Data included teachers’ reports and an analysis of the recordedteachers’ interactions from the Learning Mediated Experience approach. Results show that the experience fostersempowerment and leadership in the teachers, the relationship between theory and practice, and the reflectionabout the interactions carried out by the teachers. Furthermore, it is observed a significant effect of the programin the frequency of mediated interactions developed by the teachers. Several implications of this study werediscussed in relation to in-service preschool teacher education., Existe consenso respecto de la necesidad de fortalecer la formación de educadoras de párvulos, especialmente entorno a las herramientas que poseen para la reflexión y cambio de la propia práctica. En este contexto, se proponeuna intervención formativa desde la mirada de la investigación-acción. La recolección de datos incluyó informesde análisis y reflexión y el análisis de interacciones videograbadas, desde la perspectiva de la Experiencia deAprendizaje Mediado. Los resultados muestran que la experiencia desarrollada por las educadoras potencia un mayorempoderamiento y liderazgo, además de una mayor vinculación teoría - práctica y el fortalecimiento sistemático deuna reflexión vinculada a las interacciones que desarrollan las educadoras de párvulo. Además se observa un efectosignificativo del programa de formación en la frecuencia de interacciones mediadas desarrolladas por las educadoras.Se discuten las diversas implicancias de este estudio para la formación continua de educadoras de párvulos.

The dissertation thesis presents the results of a research project which focused on the application of mediated learning experience theory to teaching with respect to cognitive development of pupils. The first chapter introduces cognitive education, which concentrates on the process of learning. It also compares this approach with traditional methods aimed at the content of learning. The following parts of the thesis deal with selected theories postulated by Reuven Feuerstein which are important for understanding the context in which his other theory was developed: the theory of mediated learning experience. This theory is the central theme of the theoretical part of the thesis. Apart from its definition and parameters, the thesis presents specific recommendations for teachers about how to develop cognitive functions of their pupils by applying this theory directly in class. Afterwards, attention is paid to Feuerstein's well-known worldwide intervention program called The Feuerstein Instrumental Enrichment. This program is used in the Czech school system, too. The essential part of this chapter introduces a number of studies which focused on the verification of benefits of Feuerstein's approaches to cognitive development in children and adolescents. The last chapter of the theoretical part...

This study explores the perceptions of university students about Feuerstein’s mediated learning experience (MLE) and the role of teacher as a mediator. In this qualitative study, students from 4 departments at an education faculty in a state university in Turkey were grouped as experimental and control group and received intervention in English course based on mediated learning experience and social constructivist theory. At the end of the intervention, a total of 20 students from two different departments in the experimental group were interviewed face-to-face and the data were analyzed through content analysis. Based on the findings of the study, students reported that the role of teacher as a mediator facilitated their learning process in a positive way by increasing their motivation, self-confidence, autonomy and willingness to communicate by enabling them to have a better interaction among group and class members as their friends. Findings also imply the fact that although the education system in Turkey is designed upon the principles of constructivist approach since the introduction of the 2006 curriculum reform, students had not been exposed to constructivism based classroom practices prior to the intervention applied for this study.

第二言語習得の評価法では、何の目的で、どのように、いつ、何を評価するかが重要な要素になってくる。なぜかと言えば、評価によって学習者の学習達成度を調べるということはもちろんのこと、教える内容、教え方、教科書の選択に至るまで全体のコースデザインの上で留意すべき点を明らかにできるからである。第二言語学習者の日本語の口頭会話能力の評価方法では、口答試験やインタビューを用いて会話能力を評価するのが従来からあるやり方である。本稿はそれら評価時現下の会話能力を評価する方法ではなく、学習者の将来の学習可能性に注目するダイナミック・アセスメントを取り上げ、その理論的特徴を考察するとともに、実践するときの問題点を挙げるものである。

El artículo tiene como objetivo formular un modelo pedagógico para la educación ambiental que atienda la urgencia de crear mecanismos e instrumentos que contribuyan con el desarrollo sostenible del planeta. Para ello se abordan los principales aspectos teóricos sobre educación, pedagogía, modelos pedagógicos y corrientes de la educación ambiental. Para el diseño del modelo se ha incorporado la teoría de la Modificabilidad Estructural Cognitiva y la Experiencia de Aprendizaje Mediado de Reueven Feuerstein. El diseño responde a las exigencias de la sociedad actual y a una perspectiva del medio ambiente desde diversos enfoques. Asimismo, plantea el rol del maestro y del educando como agentes dinamizadores de la construcción del conocimiento y la modificación de conductas responsables con el medio ambiente. The article aims to formulate a pedagogical model for environmental education that addresses the urgent need to create mechanisms and instruments that contribute to sustainable development of the planet. For this purpose, the main theoretical aspects concerning education, pedagogy, pedagogic models and environmental educational trends are addressed. For the design of the model has been incorporated the theory of structural cognitive modifiability and mediated learning experience of Reuven Feuerstein. The design meets the requirements of today’s society and environmental perspective from different approaches. It also raises the role of the teacher and the student as dynamic agents of knowledge construction and the modifications of responsible conducts with the environment. 373 - 389 joaltrillos@yahoo.es Cuatrimestral

This thesis deals with manners of interaction of teachers with children in kindergartens and focuses mainly on solving problematic situations. We are examining question on how to strengthen resilience of children and what ways of interactions with teachers contribute to this process. To find recommendations for interactions with preschool children, we are looking at needs and characteristics of preschool children and comparing various models of resilience in the theoretical part of the work. The theories of Bandura and Seligman form a basis for our approach, but we also contrast them with other sources. At the same time, we are looking at results of international studies describing nature of interactions in their preschool institutions. In the empirical part, we look at the question, which interactions teacher-child occur with highest frequency when solving a problematic situation and if these interactions from teacher to child can be considered as supportive for strengthening resilience of the child. Our research is based on the analysis of 242 events recorded in preschool institutions in Prague. We compare our results with German study of König (2006), from which we have adapted part of the coding scheme. Keywords: resilience, self-efficacy, mediated learning experience, children (preschool...

FEUERSTEIN'S INSTRUMENTAL ENRICHMENT PROGRAM FROM THE POINT OF VIEW OF PRIMARY SCHOOL TEACHERS The presented doctoral work covers the programme of cognitive stimulation created by Reuven Feuerstein. It aims to describe the effects that the teachers are triggered with by this programme. The work presents Feuerstein's Instrumental Enrichment (FIE) in context of all the Feuerstein's work. It explains its theoretical grounds in detail, and connects them with broader questions from educational psychology field, that are related to the teaching of thinking skills. There is compared the Feuerstein's theory of Mediated Learning Experience (MLE) with L. S. Vygotsky's theory of mediation in the work. It also refers to the work of J. Piaget in many passages. The research part of the work is based on interviews and two small semantic- differential scales. The research group contained 9 experimental and 6 control teachers from primary schools. The main aim of the carried research was to map what form gain the influences that FIE has on the teachers. We also worked on the teachers' opinions regarding the implementation of this programme at mainstream schools. Besides the description of effects, we were also describing and comparing opinions of both groups on teaching thinking. The closing part of the work is...

The aim of this thesis is to verify the practical utility of the Application of Cognitive Functions Scale (ACFS) to determin cognitive development of pre-school children. The theoretical part looks into specifics of the pre-school period and introduces the precise meaning of dynamic assessment, which is typical by its format consisting of three phases: pre- test - intervention - post-test. This part outlines the ACFS method and the influence of an adult on the process of mediated learning experience, which is a vital part of the intervention phase of the dynamic assessment. The empirical part describes the use of dynamic assessment and examines the possibilities of the ACFS method to observe the potential of cognitive functions development of pre-school children. The results show that the ACFS method is well-adapted to identify the potential of cognitive functions development of children and it provides specific and efficient guidelines for further development of their cognitive skills. Keywords: pre-school period, dynamic assessment, mediated learning experience, ACSF method, cognitive development of children

The bachelor thesis deals with the influence of the Feuerstein Instrumental Enrichment training to it's graduates. The first part represents the creator of the method and his approach to the development of cognitive functions. Further on the theoretical background of the Instrumental Enrichment. I deal primarily with theorie of structural cognitive modifiability and mediated learning experience. At the end of the first part I describe in detail the progress of the Instrumental Enrichment training. In the second part I present my own research, which aims to describe how to use the method of graduates and whether they transformated personally influenced by the course and a change in the way they work. In the discussion I compare the results with research of Ludmila Májová (Májová, 2011) and Nigel Blagg (Blagg, 1991).

El artículo tiene como objetivo formular un modelo pedagógico para la educación ambiental atendiendo a la urgencia de crear mecanismos e instrumentos que contribuyan con el desarrollo sostenible del planeta. Para ello, se abordan los principales aspectos teóricos sobre educación, pedagogía, modelos pedagógicos y corrientes de la educación ambiental. Para el diseño se ha analizado e incorporado en el modelo la teoría de la Modificabilidad Estructural Cognitiva y la Experiencia de Aprendizaje Mediado del Reueven Feuerstein. El diseño responde a las exigencias de la sociedad actual y a una perspectiva del medio ambiente desde diversos enfoques. Asimismo, plantea un rol del maestro y del educando como agentes dinamizadores de la construcción del conocimiento y la modificación de conductas responsables con el medio ambiente. The objective of this article is to formulate a pedagogical model for environmental education in response to the urgent need to create mechanisms and instruments that contribute to global sustainable development. To do so, the main theoretical aspects of education, pedagogy, pedagogical models and trends in environmental education are addressed. The Structural Cognitive Modifiability and Mediated Learning Experience Reueven Feuerstein theories have been analyzed and incorporated in the design. The design responds to the demands of modern society and to an environmental perspective from different approaches. Likewise, the role of teacher and the role of the learner as revitalizing agents of knowledge construction and modification of responsible behaviors with the environment are described.

U radu je predstavljen psihosocijalni razvoj osobe od djetinjstva do zrele dobi, promatran kroz prizmu sedam različitih razvojnih teorija. Ukratko su predstavljene i kroz životnu priču provedene teorije dječjeg razvoja Lava Vygotskoga, Reuvena Feuersteina, Alberta Bandure, Erica Bernea, Uriea Bronfenbrennera, Howarda Gardnera i Viktora Frankla. Psihologija dječjeg razvoja kao disciplina razvija se nekih zadnjih sto godina a nabrojeni autori su ključne osobe koje su utjecale na stavove učitelja, psihologa, odgojitelja i društva u cjelini. Njihove teorije postale su temeljem brojnih istraživanja u različitim krajevima svijeta. Ako na prikazanom slučaju usporedimo sve te teorije, možemo zaključiti koliko je važno da roditelji i ostali odgojitelji vjeruju u djetetove kompetencije, u njegove sposobnosti da otkrije svoje vlastite afinitete i sposobnosti te kako je važno poticati dijete u tom traženju i istovremeno mu omogućiti da samostalno odlučuje. Na taj način potičemo razvoj djetetove autonomnosti i odgovornosti da pronađe svoju ulogu u svijetu u kome živi, zadovolji svoje potrebe, uspostavi dobre odnose sa svojom okolinom, uspješno se nosi sa svim životnim izazovima i otkrije smisao vlastitoga postojanja., This paper presents psychosocial development of an individual from childhood to mature age, viewed through the prism of seven different developmental theories. Lav Vygotsky’s, Reuven Feuerstein’s, Albert Bandura’s, Eric Berne’s, Urie Bronfenbrenner’s, Howard Gardner’s and Viktor Frankl’s theories of child development have been briefly presented and carried through the life story. Psychology of child development as a discipline has been developing for some last hundred years and the above mentioned authors are the key people who have influenced the attitudes of teachers, psychologists, educators and the society as a whole. Their theories have become the basis of numerous studies in different parts of the world. If, on the presented case, we compare all these theories, we can conclude how important it is that parents and other educators believe in child’s competencies, in his ability to identify his own affinities and abilities and how important it is to encourage the child in this search and at the same time to enable him to make independent decisions. In this way we encourage the development of child’s autonomy and responsibility to find his role in the world he lives in, to meet his own needs, to establish good relationships with his environment, to cope successfully with all life challenges and to discover the meaning of his own existence.

The thesis is concerned with the application of Feuerstein's theory of mediated learning experience to teaching in the first year of primary school. It summarises basic information about Feuerstein's work, the theories of mediated learning experience and structural cognitive modifiability. It also deals with the application of mediated learning experience to teaching in the first year of primary school. In this respect, it characterises the period of early school age and the role of the teacher. The central theme of the work, the theory of mediated learning experience, is an approach targeted at the process and structure of thought. The application of this theory is aimed at the individual's general cognitive development, especially the development of the thinking process. The principal goal of the thesis is to introduce the possibilities of applying the theory of mediated learning to teaching in school and thus contribute to the spread of this methodology only recently introduced to the Czech Republic, which can be considered a helpful and meaningful way to enrich teaching and support the children's cognitive development.

Margiotta, U. (2011a). Preface. In U. Margiotta (Ed.), The Changing Mind. From neural plasticity to cognitive modifiability (pp. 7-10). Lecce: Pensa Multimedia. Falik, L. H. (2011). The Feuerstein vision for developing nations. A prospectus. In U. Margiotta (Ed.), The Changing Mind. From neural plasticity to cognitive modifiability (pp. 11-19). Lecce: Pensa Multimedia. Margiotta, U. (2011b). The structure of cognitive modifiability: A new deal for education in the XXI century. In U. Margiotta (Ed.), The Changing Mind. From neural plasticity to cognitive modifiability (pp. 317-353). Lecce: Pensa Multimedia.

Made available in DSpace on 2017-07-21T20:31:46Z (GMT). No. of bitstreams: 1 nalba.pdf: 1174941 bytes, checksum: 975db944b2a54cd9af0530de872c49c6 (MD5) Previous issue date: 2006-12-04 The present work investigates the interaction in classroom, under the trine conception of the mediation of the learning. The object of the study is composed by the very mediation elements: pupils, teacher, and learning object. The research main target was to demonstrate how, under the perspective of Feuerstein, the interaction among mediator, mediated and learning object is processed. Specifically, the proposal is: to characterize the relationships that occur between the constituent elements of the mediation and the mediational criteria; to demonstrate how the mediation criteria occurs in the teaching and learning process; and to identify the possibilities and impediments in the planning and accomplishment of the classes under the parameters of the moderated activity experience. The theoretical reference is based in Reuven Feuerstein's theoretical-instrumental proposal, particularly on the concerns of the mediated learning experience (MLE) – conceived as a process of mediated intentions that promote the structural cognitive modifiability (SCM) – and of the mediation criteria, that constitute the basic condition for characterization of the mediation. The methodology proposes the observation of the educational practices of mediation, according to the mediational categories, to be evaluated either by the pupils as by the teacher in classroom. In a research-action idea, the teacher and the twenty-five students – of the Normal Course, at a private school in the city of Ponta Grossa (state of Parana, Brazil) – became subject/object of the research, in the sense of the mediational actions evaluation. As instruments, the following were used: class plans, teacher's diary notes and recordings, teacher's and students’ records protocols, video-recording and questionnaires. The analysis and discussion were constituted in the interlacement of quantitative and qualitative indicators. The conclusion was that the interaction mediator-moderated – object of the learning, took place in different ways. The variables that interfere in such distinctions refer to: the cognitive and subjective aspects of the mediator and of the moderated ones, the specificities of the learning object, the didactic-methodological strategies, time, space, the moment lived by the group, and the differences of each criterion. From the interaction between each criterion and the elements of the mediation, some unilateral, bilateral and trine relationships emerged, which demonstrated the differentiation of the actions promoters of the mediation of each criterion. The occurrence of all of the criteria, with different frequencies, superior indexes for the criteria of mediation of the meaning, of the behavior of sharing, and of the intentionality/reciprocity, was observed. The mediational criteria are interdependent; the closest link was observed between the mediation of meaning, and the mediation of transcendence; however, the mediation of all of the criteria was permeated from those which are considered universal and fundamental parameters for the occurrence of the MLE: the intentionality/reciprocity mediation, the mediation of meaning, and the mediation of transcendence. The mediation is a two-way road: in the same class, each individual goes thru different processes of interaction and subjectivity, he attributes a self sense to a certain same lived social situation, and he constitutes his autonomy and identity as subject of the learning. Despite the distinct interactions, the indicators denote that the richness of the interaction enabled progresses, and the use of the parameters as advisors of the class favored the MLE in the school context. So, learning and teaching rendered being inseparable actions for mediators and mediated. da mediação da aprendizagem. Compõem o objeto de estudo os próprios elementos da mediação: alunos, professor e objeto de aprendizagem. A pesquisa objetiva demonstrar como se processa a interação entre mediador, mediados e objeto da aprendizagem, sob a perspectiva de Feuerstein. Especificamente, propõe-se: caracterizar as relações que ocorrem entre os elementos integrantes da mediação e os critérios mediacionais; demonstrar como os critérios de mediação ocorrem no processo de ensino e aprendizagem e identificar as possibilidades e entraves no planejamento e realização das aulas sob os parâmetros da experiência de atividade mediada. O referencial teórico fundamenta-se na proposta teórico-instrumental de Reuven Feuerstein, especialmente no que concerne à experiência de atividade mediada, EAM - concebida como processo de intenções mediadas promotoras da modificabilidade cognitiva estrutural - e aos critérios de mediação, que constituem condição básica para caracterização da mediação. A metodologia propõe a observação das práticas docentes de mediação, conforme as categoriais mediacionais, a serem avaliadas pelos alunos e a professora em sala de aula. Numa idéia de pesquisa-ação, o professor e os vinte e cinco alunos - do Curso Normal, em uma escola da rede particular da cidade de Ponta Grossa - tornam-se sujeitos/objetos da pesquisa, no sentido da avaliação das ações mediadoras. Como instrumentos utilizam-se: planos das aulas, anotações do professor em diário, protocolos de registro do professor e dos alunos, videofilmagem e questionários. A análise e a discussão são constituídas no entrelaçamento de indicadores quantitativos e qualitativos. Conclui-se que a interação: mediador – mediado - objeto da aprendizagem, ocorre de formas distintas. As variáveis que interferem em tais distinções referem-se a: aspectos cognitivos e subjetivos do mediador e dos mediados, especificidades do objeto da aprendizagem, estratégias didático-metodológicas, tempo, espaço, momento vivido pelo grupo e diferenças de cada critério. Da interação entre cada critério e os elementos da mediação emergem relações unilaterais, bilaterais e tríades, que demonstram a diferenciação das ações promotoras da mediação de cada critério. Houve a ocorrência de todos os critérios com freqüências distintas, índices superiores para os critérios de mediação de significado, do comportamento de compartilhar e de intencionalidade/reciprocidade. Os critérios mediacionais são interdependentes, o vínculo mais estreito deu-se entre a mediação de significado e transcendência; porém a mediação de todos os critérios foi permeada com aqueles que são considerados parâmetros universais e fundamentais para a ocorrência da EAM: a mediação de intencionalidade/reciprocidade, mediação de significado, e mediação de transcendência. A mediação é uma via de mão dupla: na mesma aula, cada indivíduo passa por processos distintos de interação e subjetivação, atribui sentido próprio à mesma situação social vivenciada, constitui sua autonomia e identidade como sujeito da aprendizagem. Apesar das interações serem distintas, os indicadores denotam que a riqueza da interação possibilitou avanços, a utilização dos parâmetros como orientadores da aula viabilizam a EAM no contexto escolar. Assim, aprender e ensinar se tornam ações indissociáveis para mediador e mediados. Palavras-chave: ensino-aprendizagem, pesquisa-ação, experiência de atividade mediada, subjetividade.

La Classe De Pensée: EAM et PEI avec des Enfants à Troubles D'apprentissage, The Thinking Class: Application of IE/MLE with Children with Severe Learnuing Disabilities. European Asociation for Mediated Learning and Cognitive Modifiability. First Conference.

El artículo tiene como objetivo formular un modelo pedagógico para la educación ambiental atendiendo a la urgencia de crear mecanismos e instrumentos que contribuyan con el desarrollo sostenible del planeta. Para ello, se abordan los principales aspectos teóricos sobre educación, pedagogía, modelos pedagógicos y corrientes de la educación ambiental. Para el diseño se ha analizado e incorporado en el modelo la teoría de la Modificabilidad Estructural Cognitiva y la Experiencia de Aprendizaje Mediado del Reueven Feuerstein. El diseño responde a las exigencias de la sociedad actual y a una perspectiva del medio ambiente desde diversos enfoques. Asimismo, plantea un rol del maestro y del educando como agentes dinamizadores de la construcción del conocimiento y lamodificación de conductas responsables con el medio ambiente.AbstractThe objective of this article is to formulate a pedagogical model for environmental education in response to the urgent need to create mechanisms and instruments that contribute to global sustainable development. To do so, the main theoretical aspects of education, pedagogy, pedagogical models and trends in environmental education are addressed. The Structural Cognitive Modifiability and Mediated Learning Experience Reueven Feuerstein theories have been analyzed and incorporated in the design. The design responds to the demands of modern society and to an environmental perspective from different approaches. Likewise, the role of teacher and the role of the learner as revitalizing agents of knowledge construction and modification of responsible behaviors with the environment are described. El artículo tiene como objetivo formular un modelo pedagógico para la educación ambiental atendiendo a la urgencia de crear mecanismos e instrumentos que contribuyan con el desarrollo sostenible del planeta. Para ello, se abordan los principales aspectos teóricos sobre educación, pedagogía, modelos pedagógicos y corrientes de la educación ambiental. Para el diseño se ha analizado e incorporado en el modelo la teoría de la Modificabilidad Estructural Cognitiva y la Experiencia de Aprendizaje Mediado del Reueven Feuerstein. El diseño responde a las exigencias de la sociedad actual y a una perspectiva del medio ambiente desde diversos enfoques. Asimismo, plantea un rol del maestro y del educando como agentes dinamizadores de la construcción del conocimiento y lamodificación de conductas responsables con el medio ambiente.AbstractThe objective of this article is to formulate a pedagogical model for environmental education in response to the urgent need to create mechanisms and instruments that contribute to global sustainable development. To do so, the main theoretical aspects of education, pedagogy, pedagogical models and trends in environmental education are addressed. The Structural Cognitive Modifiability and Mediated Learning Experience Reueven Feuerstein theories have been analyzed and incorporated in the design. The design responds to the demands of modern society and to an environmental perspective from different approaches. Likewise, the role of teacher and the role of the learner as revitalizing agents of knowledge construction and modification of responsible behaviors with the environment are described.