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Teachers play a key role in the construction of a more equal, fairer and sustainable world. Incorporating education for sustainable consumption into teacher training should therefore be a priority. This education should aim to develop students’ awareness of environmental issues, to encourage lifestyle changes, and to promote reducing their personal ecological footprint (EF). Training processes will hence lead to active learning approaches promoting critical thinking about production and consumption patterns, linking the curriculum content to real life, and involving students in activities that reduce their EF. This paper presents research carried out at three Spanish faculties of education. The main goal is to analyse the relationship between active teaching and learning strategies, and the reduction of the students’ individual EF. Pre- and post-test questionnaires were used to collect data. A total of 93 primary education degree students took part in this study. The results show the students’ individual EF decreased at the end of the learning processes. This proves that active teaching and learning strategies can foster sustainable consumption habits, and more sustainable lifestyles in general, in student teachers. info:eu-repo/semantics/publishedVersion

ilustraciones Este trabajo de grado de maestría titulado Diseño de un proyecto de aula que contribuya al aprendizaje significativo a partir del dominio del concepto de célula tiene como objetivo general diseñar un proyecto de aula que contribuya al aprendizaje significativo a partir del concepto de célula y el desarrollo del pensamiento científico en los niños de 5°1 de la Institución Educativa Pedro Luis Villa, con este se pretende abordar la enseñanza de la célula como concepto estructurante, por medio de una estrategia didáctica desde la perspectiva del aprendizaje significativo crítico. De acuerdo con lo anterior, se decide entonces tomar como referente teórico en este proyecto el aprendizaje significativo critico propuesto por Marco Antonio Moreira. Esta propuesta investigativa se fundamenta bajo un enfoque cualitativo interpretativo, en donde el docente tuvo la oportunidad de hacer una reflexión acerca de su propia práctica en vías de mejorar y transformarla. Dentro de este enfoque, se escoge la metodología de investigación-acción educativa, en la que entre las técnicas de recolección de datos se aplica la observación directa y cuestionarios en línea (pre-test y pos-test) que permiten hacer un seguimiento de los temas desarrollados con el proyecto de aula y arrojan resultados que serán sometidos a análisis. Los resultados obtenidos muestran que se logró una mejoría en la comprensión del concepto de célula y que se despertó mayor interés en el área de ciencias naturales en los estudiantes de 5°, ya que mostraron mayor disfrute en las sesiones de clase y lograron enlazar lo que se estaba aprendiendo con temas que se relacionan con la célula y con aspectos de su cotidianidad. Por lo que se puede concluir que los estudiantes de 5° alcanzaron un aprendizaje significativo crítico por medio del trabajo desarrollado con el proyecto de aula, el cual se deja como insumo a la institución educativa donde se intervino la propuesta . (Texto tomado de la fuente) This master's degree work entitled Design of a classroom project that contributes to meaningful learning from the mastery of the concept of cell has the general objective of designing a classroom project that contributes to meaningful learning from the concept of cell and development of scientific thinking in children of 5 ° 1 of the Pedro Luis Villa Educational Institution, with this it is intended to address the teaching of the cell as a structuring concept, through a didactic strategy from the perspective of critical meaningful learning. In accordance with the above, it is then decided to take as a theoretical reference in this project the critical significant learning proposed by Marco Antonio Moreira. This research proposal is based on a qualitative interpretive approach, where the teacher had the opportunity to reflect on his own practice in the process of improving and transforming it. Within this approach, the educational action research methodology is chosen, in which, among the data collection techniques, direct observation and online questionnaires (pre-test and post-test) are applied that allow monitoring of the results. topics developed with the classroom project and yield results that will be subjected to analysis. The results obtained show that an improvement was achieved in the understanding of the concept of cell and that greater interest was aroused in the area of natural sciences in the students of 5th grade, since they showed greater enjoyment in the class sessions and managed to link what They were learning with topics related to the cell and aspects of their daily life. Therefore, it can be concluded that the 5th grade students achieved critical significant learning through the work developed with the classroom project, which is left as input to the educational institution where the proposal was intervened. Maestría Magíster en Enseñanza de las Ciencias Exactas y Naturales

The international Smart Cities and the Learning Cities movements are not often linked. However, there are learning questions at stake here. Smart city agendas are often criticised as being technocratic and instrumental, prioritising market-led solutions to urban issues. Such criticism has led to moves to place the citizen at the centre of these discussions. This raises educational challenges: what theories and forms of learning are required for citizens to play a role in the development of digital, urban futures? This paper adopts ethnographic methods to study the assumptions about learning in a Europe-wide smart city project that included a component of citizen-led development. Our argument provides important messages for smart city planners and developers keen to include citizens in smart city development. It suggests that the current ‘banking’ models of learning adopted in relation to citizen participation are not fit for purpose and that a new model is needed. This needs to recognise citizen learning as situated in social and material contexts and embedded in unequal relations of power, knowledge and resources. We make the case for smart city initiatives to offer city inhabitants critical, creative learning opportunities that begin to address the inequalities that constitute the contemporary smart city.

This paper reflects the preliminary findings of a PhD research on the spatial politics and potentials of noise and vibration, and the affective or attractive and repulsive power of sonic force. We focus on the public space of a railway area in transformation in Brussels, where sonic conflicts are prevalent. To explore the affordances of a sonic urbanism as critical spatial practice and thus to break free from prevailing modes of urbanism which focus on sonic risk and vibrational nuisance − we constitute a working practice exploiting and nurturing the productive encounters between disciplines such as sound art, urbanism and urban architecture. By setting up an experimental design studio at the KU Leuven Faculty of Architecture, embedded in local auditory culture and in connection to ongoing planning processes, we aimed to facilitate an open learning ground for sonic design experimentation in the development of innovative sonic spatial tools and approaches. The studio was oriented to students of the International Master in Architecture summoned to research the multiple (sonic) vibrations of the L28 railway area, to exploit and contrast these vibrational forces, transforming them to into actions and opportunities. From a critical sonic understanding of urban space, students played and explored a contradictory role compared to the widespread noise control practices, reformulated environments, perimeters and relations of urban phenomena and searched for interactivity with vibrational dynamics that already exist in the territory. publicationstatus: published ispartof: pages:2004-2004 ispartof: SHS Web Conf. 14th European Architecture Envisioning Conference (EAEA14 2019) vol:64 pages:2004-2004 ispartof: 14th European Architecture Envisioning Conference (EAEA14 2019) location:Nantes, France date:3 Sep - 6 Sep 2019 status: published

This article reflects on work as a radical-feminist adult educator and as part of a group of academics from 10 universities who have developed new national qualifications in the Adult Education Community and Training Sector (ACET) for Higher Education in South Africa. The qualification will respond to the training needs of Adult Education Community lecturers and practitioners, and thereby indirectly contribute to the education and training needs of the communities, unemployed adults and youth who require skills to find employment. In the design of this qualification we sought to ensure the inclusion in the qualification of the new policy requirements, critical transformative educational practices, and perspectives from community educators, as well as recent demands from students for a decolonised curriculum. Sometimes these frameworks are in contradiction to one another, particularly in a neo-liberal context in which education has a strong focus on the workplace. I provide evidence from a qualitative study on student motivations to study further that shows that whilst there is a concern with education for skills development to grow the economy, there are still present strong political motivations to learn on the part of students and therefore it is imperative to teach from all these standpoints. Keywords: context; critical learning; education policy; social justice orientation; student motivations

Background: Undergraduate nursing students have been documented to experience ethical distress during their clinical training and felt poorly supported in discussing the ethical issues they encountered. Research aims: This study was aimed at exploring nursing students’ perceived opportunity to discuss ethical issues that emerged during their clinical learning experience and associated factors. Research design: An Italian national cross-sectional study design was performed in 2015–2016. Participants were invited to answer a questionnaire composed of four sections regarding: (1) socio-demographic data, (2) previous clinical learning experiences, (3) current clinical learning experience quality and outcomes, and (4) the opportunity to discuss ethical issues with nurses in the last clinical learning experience (from 0 – ‘never’ to 3 – ‘very much’). Participants and research context: Participants were 9607 undergraduate nursing students who were attending 95 different three-year Italian baccalaureate nursing programmes, located at 27 universities in 15 Italian regions. Ethical considerations: This study was conducted in accordance with the Human Subject Research Ethics Committee guidelines after the research protocol was approved by an ethics committee. Findings: Overall, 4707 (49%) perceived to have discussed ethical issues ‘much’ or ‘very much’; among the remaining, 3683 (38.3%) and 1217 (12.7%) students reported the perception of having discussed, respectively, ‘enough’ or ‘never’ ethical issues emerged in the clinical practice. At the multivariate logistic regression analysis explaining 38.1% of the overall variance, the factors promoting ethical discussion were mainly set at the clinical learning environment levels (i.e. increased learning opportunities, self-directed learning, safety and nursing care quality, quality of the tutorial strategies, competences learned and supervision by a clinical nurse). In contrast, being male was associated with a perception of less opportunity to discuss ethical issues. Conclusion: Nursing faculties should assess the clinical environment prerequisites of the settings as a context of student experience before deciding on their accreditation. Moreover, the nursing faculty and nurse managers should also enhance competence with regard to discussing ethical issues with students among clinical nurses by identifying factors that hinder this learning opportunity in daily practice.

It seems now that students are afraid of taking decisions, of being free to decide. The problem it is not the university teaching method, but kindergarten and the school, society and education trends. Not training emotional abilities means we, professors of architecture, receive soldiers. Used to follow rules, not to decide. They suffer creating. And we try to motivate, turning everything upside down, making circus strategies and contortionist movements to make them committed and involved with the architectural project. Our proposal has the aim to open a dialogue among professors. The hypothesis is to implement a methodology of learning in a way that we un-learn, change emotional responses, focused on having fun. The idea is to implement freedom in pedagogical methodologies. We try to make contortionist pedagogies, deforming and depicting old ways to learn, to make room for new critical practices used in the context of freedom.

The result of this research reveals that critical thinking skills possessed by the students in the pesantren has been developed through several learning approaches implemented during learning process in the pesantren. Among the approaches are critical awareness on the study of classical books (bahtsul masâil), discussion and debate in which students and teachers are equal in presenting ideas (cooperative and collaborative strategies are also embedded in this approach), and problem solving approach in which contextual issues are posed and solved. While creating students to be critical, such approaches were found to preserve students’ moral attitude to the teachers that has been skeptically seen will be deminished. DOI: 10.15408/tjems.v1i2.1265

This article focuses on the complex negotiations of critical workplace educators positioned amongst contradictory agendas and discourses in the workplace. While philosophically aligned with critical pedagogical agendas of transformation and collective action for workplace change, these educators perform an array of pedagogic articulations in everyday practice to secure their continued presence in the workplace. What becomes evident in these seemingly opposing articulations are various strategic political positionings of educators alongside their juggling of demands, attachments and inter-identifications with both learners and managers. The pedagogy that emerges challenges conventional binaries of ‘transformative’ and ‘reproductive’ learning. Dynamics of transformation and liberation as well as reproduction and subjugation appear to be interlinked, along with expanding nets of social relations that blur power hierarchies and spatial boundaries, in a pedagogy that ultimately appears to mobilise hope and agency among workers. The workplace educator works a delicate balance of these dynamics to survive. The argument is based on a case study of a garment factory in Canada in which an adult education programme managed to thrive for 17 years: both workers and educators were interviewed in depth.

Este trabajo se centra en variar el modelo tradicionalmente unidireccional de educación universitaria hacia un modelo bidireccional desde una perspectiva novel, para lograr nuevo conocimiento y fortalecimiento de competencias mediante la participación activa del alumnado en la docencia. La mejora metodológica docente desarrollada aplica estrategias didácticas en el aula que promueven el aprendizaje crítico en los estudiantes. Su participación en las sesiones, la motivación y la variedad de técnicas que requieran de su razonamiento, consiguen del alumnado mayor satisfacción con la docencia y éxito en sus objetivos y así, en su desarrollo personal y académico para su posterior futuro profesional. This work focuses on switching the traditionally unidirectional model of university education for a bidirectional model from the novice perspective so as to achieve new knowledge and strengthen competences by means of the active involvement of the student body in teaching. The teaching methodology improvement developed within the lecture rooms applies didactic strategies which promote critical learning in the students. Their participation in sessions, motivation and reasoningdemanding variety of techniques provoke greater satisfaction with the teaching and success in their objectives and thus, in their personal and academic development for their subsequent professional future.

Trabajo presentado al 17th International AEIPRO Congress, celebrado en Logroño (España) en 2013., The Master’s degree in Development Cooperation of the Universitat Politècnica de València started in the year 2011–2012 with a specialization in Project Management and Development Processes which capitalized the experience gained in the four previous editions of the master in Development Policies and Processes. Since its inception, the Master has been designed and developed on the basis of principles such as critical learning, participation, and the connection between the local and global problems. These principles have been incorporated into both the contents and the learning process leading to several teaching–learning practices that transcend the classroom space and help to define a very specific profile of specialist in project management and development processes. This article presents and discusses the main methodological innovations developed at an educational level in the master, as well as the monitoring and evaluation spaces that have been established to incorporate the active participation of students and other stakeholders from outside university. The analysis explores the major difficulties and the main supporting factors for a critical learning practice in the field of development projects and international cooperation.

Resumen del trabajo presentado a #comunicambio: Congreso internacional Comunicación, Sociedad Civil y Cambio Social, celebrado en Castellón (España) del 20 al 22 de mayo de 2015., [ES]: La presente investigación explora en qué medida los espacios universitarios externos a las aulas pueden contribuir a desarrollar una práctica crítica en el ámbito del desarrollo. El objeto de estudio se enmarca dentro del programa docente del Máster en Cooperación al Desarrollo de la Universitat Politècnica de València, el cual cuenta con actividades que se realizan fuera del aula, principalmente una Investigación Acción Participativa con organizaciones de la sociedad civil de la ciudad de Valencia, y las prácticas externas en entidades dedicadas al desarrollo y la cooperación internacional (generalmente en países del Sur). A lo largo de la investigación se constata que el paso por estas experiencias conduce en parte a algunos elementos de la práctica crítica del desarrollo, entre otros: a percibir la complejidad de los procesos de desarrollo; a desarrollar un compromiso real con la transformación social; a generar reflexividad y autocrítica, identificando incoherencias propias y con una actitud pro-activa para cambiarlas; a adaptase a contextos diferentes partiendo del respeto y a tomar consciencia de la importancia de las relaciones. Todo ello se ve favorecido por el contacto y aprendizaje de otras realidades y culturas. Otros elementos de la práctica crítica del desarrollo, como alcanzar un claro entendimiento de la dimensión política de dichos procesos, aparecen referenciados aunque en menor medida. Se ha podido evidenciar cómo enfrentarse a la realidad del desarrollo durante su período formativo. Los espacios fuera del aula permiten contrastar la formación recibida, así como desarrollar una serie de capacidades y habilidades proclives a una práctica crítica. Estos resultados pueden a su vez contribuir a generar mayor reflexividad entre el profesorado; revisar los procedimientos definidos para el acompañamiento en estos espacios o bien dotar a los estudiantes de mayores herramientas para su reflexión en aquellos aspectos de la práctica crítica menos desarrollados., [EN]: This research explores informal learning spaces at universities, outside the classrooms, as they can help to develop a critical practice in the field of development. The object of study is the Master in Development Cooperation in the Universitat Politècnica de València, where activities outside the classrooms are developed, primarily: a Participatory Action Research with civil society organizations in Valencia, and external Practicum in development and international cooperation institutions, generally in the South.During the investigation, it is found that these experiences lead, in part, to some elements of critical development practice, such as: to perceive the complexity of developmental processes; to develop a real commitment to social transformation; to generate reflexivity and self-critical attitude; to adapt with respect to different contexts and to be aware about how important relationships are. Knowing other realities and cultures contribute to it. Other elements of the critical practice in development, such as understanding the political dimension of development processes, are less evident to have been achieved. It has been shown that facing real life during the academic period, outside the classrooms, have contributed to prove the theory and to develop capabilities related to a critical practice. These evidences can contribute to: generate more reflexivity among master’s teachers; to revise advisor’s functions and procedures; and to provide to students some guide for reflection on those critical practice’s least developed aspects.

International audience

This article explores processes and possibilities for critical learning in the workplace, with a focus on workers labouring in what are often exploitive and dehumanizing conditions. The argument is based on a study of work-life learning of women, mostly new immigrants, employed long-term at an Alberta garment manufacturing plant. It is argued that their negotiations of work conditions are nested in various areas of learning associated with everyday practices, small communities, labour organizing processes, and English learning classes. These areas are argued to have generated forms of solidarity emerging through learning about sociality, resistance, and personal worth. These solidarities appear to be configured by energies of both transformation and reproduction that are threaded together and generated simultaneously as women learned to survive within the system while supporting one another in a vital interdependent social network. The discussion explores how these dynamics unfolded, and their effects on how different women positioned themselves and their knowledge.

L'interès actual per temes relacionats amb l'aprenentatge i el desenvolupament ciutadà no és accidental. El baix nivell d'"implicació" dels ciutadans fa tremolar les bases del sistema democràtic, i això és objecte de preocupació en diversos camps del coneixement. L'aprenentatge a través de la participació ciutadana està relacionat amb les ciències de l'Administració en diferents aspectes. L'aspecte de gestió es pot identificar en l'administració del propi govern; l'aspecte de l'aprenentatge organitzacional es troba en els estudis sobre les característiques dels contextos que creen un clima d'aprenentatge, cosa que promou el desenvolupament. La comprensió d'aquests aspectes a través de l'epistemologia proposada, la teoria crítica, aporta nous coneixements a la ciència administrativa. La teoria crítica assumeix l'interès de l'emancipació de la ciència, és a dir, l'acció humana i social hauria de ser orientada per la bondat, la humanitat i la racionalitat. En coherència amb aquesta orientació i amb el nivell individual d'anàlisi, la tesi considera dos marcs teòrics: les psicologies humanista i existencialista. En conseqüència, la recerca fenomenològica és el mètode de recerca. Aquest mètode permet respondre a les preguntes de recerca: "si" s'aprèn, "què" s'aprèn, "quines" eines de gestió s'utilitzen, "com" s'utilitzen i "per què" el que s'aprèn s'aprèn. Aquesta particular comprensió epistemològica i el mètode que en resulta suggereixen utilitzar eines metodològiques convergents o de bricolatge. Les eines metodològiques que suporten el bricolatge són: observacions, entrevistes i focus groups com a font de dades primàries, i la revisió de la documentació com a dades secundàries. S'analitza que els pressupòsits participatius són subaccions de l'acció democràtica formats per intencions, plans i actes representats per diverses pràctiques de recursos humans. A més, s'entén que les característiques participatives del diàleg entre iguals, del respecte envers opinions divergents, de presa de decisions per consens en les reunions de grup successives, entre d'altres, fomenten l'autoreflexió sobre les lleis del funcionament social i individual, la qual canvia l'estat de no-reflexió de la consciència cap a un nou estat i, d'aquesta manera, s'esdevé l'aprenentatge ciutadà., El presente interés por temas relacionados con aprendizaje y desarrollo ciudadano no es accidental. El bajo "involucrarse" por parte de los ciudadanos hace temblar las bases del sistema democrático lo que conlleva a una preocupación en distintos campos del conocimiento. Aprendizaje a través de la participación ciudadana está relacionado con las Ciencias de la Administración en diferentes aspectos. El aspecto de gestión puede ser identificado en la administración del propio gobierno, el aspecto de aprendizaje organizacional se encuentra en los estudios sobre las características de los contextos que crean un clima de aprendizaje lo cual promueve desarrollo. La comprensión de estos aspectos a través de la epistemología propuesta, la teoría crítica, añade nuevo conocimiento a la Ciencia Administrativa. La teoría crítica asume el interés de emancipación de la ciencia, es decir, la acción humana y social debería de estar orientada por la bondad, la humanidad y la racionalidad. En coherencia con esa orientación y con el nivel individual de análisis, la tesis considera dos marcos teóricos: las psicologías humanista y existencialista. En consecuencia, la investigación fenomenológica es el método de investigación. El método posibilita la contestación de las preguntas de investigación: "si" se aprende, "qué" se aprende, "cuáles" herramientas de gestión son utilizadas, "cómo" son utilizadas, y "porqué" lo que se aprende se aprende. Esa particular comprensión epistemológica y resultante método sugiere el uso de herramientas metodológicas convergentes o bricolage. Las herramientas metodológicas que soportan el bricolage son: observaciones, entrevistas y grupos focales como fuente de datos primarios; y, revisión de documentación como datos secundarios. Se analiza que los presupuestos participativos son sub-acciones de la acción democrática compuestos por intenciones, planes y actos representados por distintas prácticas de recursos humanos. Además se entiende que las características participativas del diálogo entre iguales, del respeto hacia opiniones divergentes, de la toma de decisión por consenso en las sucesivas reuniones grupales, entre otras, fomentan la auto-reflexión sobre las leyes del funcionamiento social e individual la cual cambia el estado de no-reflexión de la conciencia hacia un nuevo estado, ocurriendo, de esa manera, el aprendizaje ciudadano., The thesis is concerned with the declining tendency of citizenship participation which threatens the democratic system. For that reason it studies successful participatory situations in which citizens learn and develop citizenship. Citizenship learning and development, as a phenomenon, are analysed from a Critical view of science and derivate existential and humanistic framework to learning and organizational. A democratic, participatory and deliberative situation that reflects the emancipatory interest of a good, humane and rational social action is the participatory budget of Brazilian municipalities. Learning, Organizational Learning and Human Resources Management are disciplines elected to set the theoretical framework to analyse the problem. From this epistemological view, research setting and scope, a methodological bricolage is built. The methodology follows the procedures of the phenomenological research which is supported by the triangulation of the methodological tools of in-depth interviews, focus groups, observations and documentation reviews. As a result the research presents findings that describe, comprehend and interpret the phenomenon of citizenship learning. Human resources management, as an emergent practice, is a key issue in this democratic action. The participatory budget, as a democratic action, is divided into sub-actions composed by intentions, plans and acts each one of them represented by specific human resources practices. Such procedure of deconstruction of actions into their constitutive parts brings better comprehension of their functioning. To understand the characteristics of the participatory context is also key because they foster self-reflection about the social and individual legalities which change the state of a non-reflected conscious, thus, citizenship learning occurs. The focus proposed and the evidences analysed and interpreted provides a definition for existential-humanistic citizenship learning which hopefully can bring some light to the declining tendencies in participation. Citizenship learning, thus, is a never-ending process in which individuals decide freely and responsibly to actualize their potential as citizens. Moreover, the process is existential and humanistic if it has humanity in general as its goal, if it is as aware as possible of the dialectics between humans' subjectivity and objectivity and if it gives rise to a system of values which takes into account this goal and these dialectics.

UYARLANIR BULUŞSAL KRİTİK ÖĞRENME KULLANAN DAVRANIŞ-TABANLI BİR ROBOT KONTROL SİSTEMİ Saraç, Ömer Sinan Yüksek Lisans, Bilgisayar Mühendisliği Bölümü Tez-Yöneticisi:. Assoc. Prof.. Dr.. Eerda. Nur. Alpaslan Ağustos 2002, 71 sayfa Öğrenme akıllı sistemlerin vazgeçilmez bir parçasıdır. Tasarım işlemi sırasında bütün ortam durumları ve durum-eylem çiftlerinin bilinmesi her zaman mümkün olmadığından, uyum sağlama ve öğrenme özellikle özerk gezer robot denetleme sistemlerinin tasarımında önemli bir rol oynar. Uyum sağlama yeteneği robotları karmaşık ve devingen ortamlarda daha başarılı yapar. Bu çalışma, enerji kaynaklarım bulmada daha başarılı olmak için ortamın içsel özelliklerine uyum sağlama yeteneği olan bir tepkisel denetleme sistemi sunuyor. Bu araştırmanın temel güdüsü, cok basit bir robotu pahalı ve karmaşık algısal yöntemler kullanmadan doğal yaşam alanında daha iyi rekabet edebilecek hale getirecek bir hayat-boyu öğrenme davranışı tasarlamaktır. Uyum gösteren davranışın elde edilmesinde uyarlanır buluşsal kritik öğrenme kullanıldı ve sonuçlar Q-öğrenmeninkilerle karşılaştırıldı. Deneyler, özellikle Khepera robotları için benzetim yapmakta kullanılan, Webots gezer robot benzetimcisi kullanılarak yürütüldü.Anahtar Kelimeler: Davranış-tabanlı robotbilim, robotik dolaşım, tepkisel dene tim, uyarlanır denetim, uyarlanır buluşsal kritik, takviye öğrenme ABSTRACT A BEHAVIOR-BASED ROBOT CONTROL SYSTEM USING ADAPTIVE HEURISTIC CRITIC LEARNING M.Sc, Department of Computer Engineering Supervisor: Assoc. Prof. Dr. Ferda Nur Alpaslan August 2002, 71 pages Learning is an essential part of intelligent systems. Adaptivity and learning play an important role especially in designing autonomous mobile robot control systems, since it is not always possible to know the states of the world and state- action pairs during the design process. The ability to adapt makes the robots more successful and robust in complex and dynamic environments. This study presents a reactive control system for a Khepera robot with the ability to adapt to the inherent features of the environment to be more suc cessful in finding energy resources in a highly cluttered environment. The main motivation of this research is to design a life-long learning behavior that makes a very simple robot more competitive in its ecological niche without the use of expensive, complex perceptual methods. Adaptive heuristic critic learning was used to obtain adaptive behavior and the results were compared with those of Q-learning. Experiments are conducted on Webots mobile robot simulator, specifically designed for simulating a Khepera robot. Keywords: Behavior-based robotics, robotic navigation, reactive control, adap- mtive control, adaptive heuristic critic, reinforcement learning. IV 71